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Teacher quality
Principal leadership
Parent involvement
I have a fifth grader in this school. While the school has a lot going against it, the majority of the teachers are really good! I've seen a few bad apples, but not many. The daughter loves it and is doing very well. She's constantly challenged. The principal is very professional and cares about the kids. She has an incredible memory for their names! Parent participation needs to improve, but the socioeconomics limit the number of parents who have enough spare time to help.
—Submitted by a parent
Attend an Open House before deciding. Quite a few of these exceptional reviews are over four years old. In essence, Willard is a school that is doing its best with what it has. It has quite a bit working against it, such as state wide budget cuts, a city that refuses to adequately fund its school district, and a teachers' union with an iron-grip. The building is dingy and, with the exception of one large patch of grass, the complex embodies the term, "asphalt jungle." (My husband's and my private nickname for Willard is "The Gulag.") Most of the teachers are great, but there are a few treading water and biding time until retirement. Do whatever research you can before you allow them to assign your child to a particular teacher. Good news is the bad apples are hard to miss. As for the principal, Dr DeBose is quite professional and obviously cares about the students. In so many ways her hands are tied because of all the factors Willard is up against. Parental involvement is an absolute necessity for the school to achieve its goals. I only gave it 4 stars because the parent programs are often haphazardly organized and the "homeroom parents" aren't held to any standards.
—Submitted by a parent
The school has wonderful teachers, staff and parents.
—Submitted by a parent
Willard is truly a school that is well supported by it's community: teachers, administration, staff, parents and others all provide a broad and strong level of support. The international aspect of the IB program provides a wonderful basis for a child's education. My son is thriving at Willard and loving it!
—Submitted by a parent
The I.B curriculum encourages children and parents to engage to think outside the box when it comes to learning
—Submitted by a parent
Willard offers the elementary school version of the IB program, which essentially helps each child develop into an individual that is in tune with the world around them-a citizen of the world. From observing classes and programs offered throughout the year, it is clear that the learning experience is focused but fun. The level of parental involvement is very high and speaks well of the Principal and her staff. Willard is a school that every parent in the PUSD should look into and visit during the school year to see the IB program in operation. You will not be disappointed.
—Submitted by a parent
This school not only cares about the academics but, through the I.B. program, emphasizes the very important character issues all children need to excel at school and in life.
—Submitted by a parent
The teachers and administration do an unbelievabably good job educating the students academically, socially and culturally. A Willard student is well rounded and is trained to think and always look 'towards the bigger picture.'
—Submitted by a parent
Willard is a thriving, successful school community because of its stellar teaching staff and administration and its dedicated, supportive parents. The IB program encourages teachers and students to think outside of their classrooms, beyond their community! Willard is a wonderful school!
—Submitted by a parent
We all know the importance of dedicated teachers and the impact they have on our children. It goes way beyond knowledge...it affects who they are and how they perceive and engage the world around them. Educators this excellent deserve to be recognized.
The teachers and staff are great. It is a public International Baccalaureate school.
—Submitted by a parent
Wonderful International Baccalaureate elementary education, diverse population, fantastic teachers and curriculum. Keep up the good work!
—Submitted by a parent
Willard has an extremely involved parent base, lovely campus, and dedicated staff.
—Submitted by a parent
Excellent teachers, committed PTA, strong leadership. IB program is a plus!
—Submitted by a parent
We've been at Willard for 4 years now, and our children have really thrived. We've had excellent teachers who are able to give our kids what they need. They've provided advanced reader circles for them and gone above and beyond the curriculum when necessary.
—Submitted by a parent
Willard has a caring and dedicated teaching staff and administration, a challenging IB curriculum, and many opportunities for parent involvement. Excellent elementary school with a global perspective.
—Submitted by a parent
Willard provides Elementary children with a challenging IB curriculm. The kids are learning about being a good citizen locally and globally.
We have been part of the Willard family for over 6 years now. Our family's experience with the school and staff has always been professional. The teachers have all been excellent, going above and beyond what is expected of them to optimize the students' learning and social/emotional experiences. The diversity of the student population as well as the inquiry based and global perspective of the IB curriculum have made this school a true gem within our community.
—Submitted by a parent
The International Baccalaureate program provides a great curriculum and philosophy of teaching and learning.
—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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
101 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.
98 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% 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 67% in 2012.
93 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
95 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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
113 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
111 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 | 72% |
| Females | 76% |
| Males | 68% |
| 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) | 100% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 85% |
| Students with disability | 40% |
| Students with no reported disability | 77% |
| English learner | 57% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 55% |
| Parent education - high school graduate | 65% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 80% |
| Females | 76% |
| Males | 83% |
| African American | n/a |
| 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) | 100% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 97% |
| Students with disability | 67% |
| Students with no reported disability | 83% |
| English learner | 73% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 72% |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 34% |
| Females | 43% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 26% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | 65% |
| Students with disability | 0% |
| Students with no reported disability | 42% |
| English learner | 10% |
| Fluent-English proficient and English only | 46% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 10% |
| Parent education - high school graduate | 22% |
| Parent education - some college (includes AA degree) | 47% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 63% |
| Females | 68% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 87% |
| Students with disability | 18% |
| Students with no reported disability | 73% |
| English learner | 42% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 71% |
| Parent education - college graduate | 78% |
| 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 | 87% |
| Females | 87% |
| Males | 87% |
| 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 |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | 65% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 74% |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 91% |
| Males | 95% |
| 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 |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 91% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 93% |
| Parent education - high school graduate | 90% |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 65% |
| Females | 70% |
| 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 |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 69% |
| English learner | 14% |
| Fluent-English proficient and English only | 78% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 80% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 58% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 83% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 90% |
| Parent education - declined to state | n/a |
| All Students | 70% |
| Females | 78% |
| Males | 63% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | 36% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 81% |
| Parent education - not a high school graduate | 48% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 66% | 49% | ||
| White | 14% | 28% | ||
| African American | 10% | 7% | ||
| Asian | 7% | 8% | ||
| Filipino | 2% | 3% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 30% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 56% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 90% | 85% | ||
| Mandarin (Putonghua) | 4% | 1% | ||
| Armenian | 2% | 1% | ||
| Khmer (Cambodian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Hebrew | 1% | 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 | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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301 South Madre Street
Pasadena,
CA 91107
Website: Click here
Phone: (626) 396-5690
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