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GreatSchools Rating

Willard Elementary School

Public | K-5 | 692 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
No new ratings

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Parent involvement

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45 reviews of this school


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Posted June 11, 2014

My daughter has been attending this school since pre-k and is now going to enter into the 3rd Grade. We love the school and my daughter has learned and has grown so much academically in the years she has attended Willard. She had the pleasure of being in Mrs. Soto's 2nd grade this past year, and words can not express what an excellent teacher Ms. Soto is. I can not speak more highly of this teacher. She has set the bar very high. I have no doubt that the years we have remaining at Willard will be met with the same level of care and attention to my child.
—Submitted by a parent


Posted May 12, 2014

Willard is a great school with a wonderful staff and administration. Dr. DeBose is attentive to students and parents, and makes herself accessible to talk with parents about any of their concerns. As previously stated, there have been some issues with a few teachers who do not adequately teach the IB curriculum, but there are more great educators at Willard who go above and beyond to teach our children. My family is very happy with the school...can't say the same for the State's allocation of funding to public schools, but that is an entirely different discussion.
—Submitted by a parent


Posted April 22, 2014

Willard IB creates true life long learners and leaders of tomorrow. I am a parent and former teacher of Willard. The IB philosophy is about students making connections to what they're learning to their own lives. This gives students ownership into their education. Education is not about imparting knowledge from teacher to student - that's what the internet is for. It's about making meaning and taking action with your knowledge. This school is different because of its IB philosophy, its international perspective, the mission of creating globally reponsible citizens. This is what our world needs - problem solvers, solving real world problems, real leaders for tomorrow.
—Submitted by a parent


Posted February 5, 2014

Willard-IB is a wonderful school and we couldn't be happier with our decision to send our two kids here. A great Principal in Dr. Debose, great teachers, active parent participation, the IB-PYP programme and lots of happy and well behaved kids - that's Willard. It has so many wonderful things going on - thanks to the IB-PYP Programme. In addition to having a strong academic focus, students in each grade get to work on some fun projects. Creating and presenting models of the Mars Rover, Animal Habitats, Weather dioramas, Simple machines, Digestive System, Community Models, Creating businesses, World famous monuments - these are just a few examples of some of the excellent learning that go on at the school. K-5 also get an hour each of computer lab, library, Spanish lessons and Instrumental Music lessons (1st - 5th) every week, which is rare to find in any of the other local area public schools. The school also has a running club, PE program and a STEM club run by the PTA. My kids have a great time at school every day and are also getting an excellent education. We couldn't be happier!
—Submitted by a parent


Posted August 26, 2013

This is a great school, they are doing the best with what have and they can. I have never seen a principal like Dr.Bose, she greets in person most of the kids in the school on daily basis, she is a very good role model! She tells kids every day how important for each kid to respect other kid and being empathetic at each other. They are trying hard to raise the school rating to 9. The more funding they can get from the govt and the families it will benefit the school. My son went to a private preschool. He likes Willard's better as the teachers are awesome.
—Submitted by a parent


Posted October 13, 2012

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


Posted May 21, 2012

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


Posted September 23, 2010

The school has wonderful teachers, staff and parents.
—Submitted by a parent


Posted April 21, 2010

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


Posted April 17, 2010

The I.B curriculum encourages children and parents to engage to think outside the box when it comes to learning
—Submitted by a parent


Posted April 17, 2010

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


Posted April 16, 2010

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


Posted April 15, 2010

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


Posted April 15, 2010

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


Posted April 15, 2010

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.


Posted April 14, 2010

The teachers and staff are great. It is a public International Baccalaureate school.
—Submitted by a parent


Posted April 13, 2010

Wonderful International Baccalaureate elementary education, diverse population, fantastic teachers and curriculum. Keep up the good work!
—Submitted by a parent


Posted April 13, 2010

Rock-solid curriculum, very devoted teachers.
—Submitted by a parent


Posted April 13, 2010

Willard has an extremely involved parent base, lovely campus, and dedicated staff.
—Submitted by a parent


Posted April 13, 2010

Excellent teachers, committed PTA, strong leadership. IB program is a plus!
—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

859

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

9 / 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

859

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

-10

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)

8 / 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)

9 / 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.

113 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%

2011

 
 
63%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

113 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
80%

2011

 
 
72%

2010

 
 
74%
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.

91 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
34%

2011

 
 
54%

2010

 
 
40%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
63%

2011

 
 
74%

2010

 
 
70%
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.

91 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
87%

2011

 
 
76%

2010

 
 
73%
Math

The state average for Math was 72% in 2013.

90 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
92%

2011

 
 
89%

2010

 
 
94%
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.

89 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
65%

2011

 
 
56%

2010

 
 
51%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
78%

2011

 
 
75%

2010

 
 
78%
Science

The state average for Science was 57% in 2013.

89 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
70%

2011

 
 
73%

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

All Students68%
Females61%
Males76%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged62%
Not economically disadvantaged84%
Students with disability44%
Students with no reported disability73%
English learner57%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)75%
Parent education - college graduate74%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Math

All Students73%
Females68%
Males80%
African American75%
Asiann/a
Filipinon/a
Hispanic or Latino68%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged67%
Not economically disadvantaged91%
Students with disability67%
Students with no reported disability75%
English learner57%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate61%
Parent education - high school graduate70%
Parent education - some college (includes AA degree)81%
Parent education - college graduate74%
Parent education - graduate school/post graduate88%
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 Students51%
Females46%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino43%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability53%
English learner18%
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate38%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)44%
Parent education - college graduate88%
Parent education - graduate school/post graduate57%
Parent education - declined to staten/a

Math

All Students63%
Females59%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged55%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability66%
English learner28%
Fluent-English proficient and English only72%
Migrant educationn/a
Gifted and talented92%
Parent education - not a high school graduate50%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)69%
Parent education - college graduate88%
Parent education - graduate school/post graduate67%
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 Students78%
Females85%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged71%
Not economically disadvantaged100%
Students with disability36%
Students with no reported disability86%
English learner39%
Fluent-English proficient and English only91%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate60%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)100%
Parent education - college graduate100%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students81%
Females84%
Males79%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged75%
Not economically disadvantaged100%
Students with disability46%
Students with no reported disability88%
English learner59%
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate72%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)93%
Parent education - college graduate84%
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 Students67%
Females75%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged57%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability68%
English learner21%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate61%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)67%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students61%
Females60%
Males62%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged48%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability61%
English learner13%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduate56%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)62%
Parent education - college graduate86%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Science

All Students76%
Females75%
Males75%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged68%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability76%
English learner21%
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate65%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)75%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
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 70%
White 13%
Black 7%
Asian 6%
Two or more races 2%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 73%N/AN/A
English language learners 29%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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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Debra DeBose
Fax number
  • (626) 744-3375

Resources

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

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301 South Madre Street
Pasadena, CA 91107
Website: Click here
Phone: (626) 396-5690

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