GreatSchools Rating
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Lincoln Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
The teachers at Lincoln go above and beyond to reach each individual student. I have had nothing but positive experiences with Lincoln. The new principal is very involved and goes out of her way to support the students and families. I wish more parents would get involved with the PTA. It has evolved greatly in the last few years, but the committed members of PTA are very few.
—Submitted by a parent
My son went from A's to F's... How is it possible to get B's in your math work in class and get an F on the State Test. My son's teacher has had it up to here with him. I met with his teacher and the pricipal to help them understand his condition (PTSD), but they continue to see his color not his issues. I HATE THIS SCHOOL.....It is not a school African American children should attend.
—Submitted by a parent
I do not recommend this Elementary for your children. I attended this elementary from K-5th grade and came out not well prepared for middle school. Most of the teachers here are not qualified teachers for your children. I know this from experience. Some teachers can be discriminatory without you (parents) knowing it. LIncoln Elementary needs to be supervised real well in order to have great and deserving teachers who will actually teach their students and respect them. Please care for your children and their education.. it's for the good of their future. -Experience as a student here!.
My son has been at this school for two years now and I am so ready to remove him. First of all, lack of communication with his 1st grade teacher (won't mentioned name) is like saving the titanic from sinking. My child has ADHD and I've been trying to communicate with her to keep a daily report with me and she doesn't want to comply. All she does is complain like there is no tomorrow. They don't even have special Ed classes of programs for special needs children. What happen to a caring teacher? What happen to "I want to help" teacher? They don't excess anymore, will at least not at this school. I would not recommend this school. They have the worst testing scores in the area. One good thing about Licoln is the principal try's to be involved. She knows the students by their name. But pls don't send ur hold here especially if your BIG on education.
—Submitted by a parent
I had someone come up to me and ask 'Do you like Lincoln Elementary?' not sure why they were asking - I said Yes I do like Lincoln - if I didn't I would not be putting my third child through this school. I myself have been involved at Lincoln for over 12 years now - we have been through 4 principals, several teachers have come and gone - but one thing remained the same - the reason that all of the staff comes to work everyday - FOR THE KIDS. I watched one principal on Friday's during lunch, in his suit, changed into tennis shoes and played soccer with the kids. The teachers have kids that come back - some several years later - to visit and say HI and thank you! That says something about the teachers and school. I would recommend this school to anyone looking.
—Submitted by a parent
Wow I have to comment on the negative report posted 3/31/10. Parent involvement is a key part of our children's success. To have your children go from one extreme to another is not the fault of the teachers. Sometimes children lose focus and that's when the parents need to step in a give that extra care. I have been a proud parent of Lincoln Elem. for four years. I love the staff and I do recommend this school to anyone. But parents, there needs to be more participation within the school. If it's just helping in your child's class or going the extra mile and helping wherever needed. We make the difference for the school! Lincoln Teachers and Staff, keep on doing what your doing. Your doing a great job.
—Submitted by a parent
What makes a good elementary school? Certainly the relationship the child has with the teacher is paramount. Teachers at Lincoln Elementary welcome into their classrooms students from a wide variety of backgrounds. The teachers embrace their children with love and support knowing that each one can succeed, despite the challenges that they might face at home. I have seen here a dedication unparalleled in the many schools I have come across through my career. Some teachers volunteer their time after school, without pay, to tutor students who need extra help. Others provide students with their phone numbers to assist with learning projects and homework. Still others make home visits to check on students or make sure learning plans are explained and understood. Good teaching is a work of heart. It is clear to me that there is plenty of love to go around at Lincoln.
I have taught at Lincoln Elementary for 10 years, and in that time it has gone from a school with 'no' test scores, to a mid 700 range. Do we have room for improvement? Of course. Will we make the scores set forth by our government? I am not sure. But if not, it is certainly not because of the lack of hard work, love, and care of our teachers towards our students. I have worked at numerous other schools and districts over the years, and Lincoln, has by far, the best teachers. I would not want to work with another staff. The vast majority go way above and beyond for their students. We are often more than just a teacher but also a counselor, confidant, champion, friend, and sometimes even a parental figure. Lincoln Rocks!
—Submitted by a teacher
I am very disappointed to read the previous comment. It is not at all an accurate reflection of Lincoln. Lincoln's staff is very professional and cares about every single child that walks through its doors. They are dedicated to providing the best for their students. As a parent myself, I think it is important for all of us to think about what we can do to help our children be successful when they are struggling and not blame it on the school. They do the very best they possibly can and do a lot more during the day than they are given credit for. We are part of the school community and it is our responsibility to get involved. Support Lincoln because they support your children.
—Submitted by a parent
My 2 girls attended 1 year and it was a big dissapointment . 1 Went from a's to d's & other 1from b's to f's. I took them out ! now attend ca. Distinguished schools & getting a's again but my 2nd is still strugling to adjust back. Teachers in her new school are very caring and really helping. I lived in pomona i had to drive for 2 years back and forth to covina everyday but was totally worth it. My girl is now an honor student for 2 years in a row thanks to the wonderful teachers in her new school! no offense but teachers in lincoln didn't care about their sucess as well as most of the parents. I would not recommend this school to anyone! teachers need to care more for students!
—Submitted by a parent
It's a celebration of history. Chldren still learning to love education at a school that has been an institution in Pomona for years. Of course, hard-working teachers!
Last year was the first year my daughter attended Lincoln. I was really disappointed that the selection in schools available and that would rank like her previous school 'California Distinguished' could not be found. What really troubled me was the ranking for the schools in the PUSD. I being a college graduate and a firm believer that school is a priority none of the schools rank a 10 like those in the West Los Angeles area where I work as an Academic Counselor for UCLA. At the end of the year I was not surprised that my daughter did great but her thirst and motivation decreased as time went by and I had a difficult time pushing her to do well. Her teacher was great at pushing her to excel and exceed expectations like she did at her previous school.
—Submitted by a parent
My children have attended Lincoln for 4 years. We moved from an area where the schools are supposed to be quite good and I have found Lincoln to be much better than the elementary school my older two children attended. The quality of the teachers is extremely high and it has had extremely dedicated principals. I noticed one parent's comment that he or she feels his or her child is not safe at Lincoln. That has not been my experience.
—Submitted by a parent
Our children have attended Lincoln for four years. We love the diversity in student population, the quality of instruction, and the additional resources directed at after school tutoring and parental education. From the advanced computer lab to the huge success of their Winter Show, this school has indeed turned the corner and will be a flagship elementary for Pomona Unified. I should add that I have never had a reason to question the safety of my children either before, during, or after school.
—Submitted by a parent
This is my childs 1st yr at Lincoln and her last. It is not that her teach[er] is bad, as a matter of fact her teacher is wonderful and great with the kids. I had also talked with the new principal and she has a very big job ahead of her. My issue with the school is safty. This school is not safe.
—Submitted by a parent
I do not feel very safe leting my child atten ths school. Quality of education is very low. Standards are low.
—Submitted by a parent
I had my child in Lincoln Elementary from Kindergarten to second grade. I vowed not to let my child go any further with this school. The principal (Mr. Amancio) does not like to deal with parents who voice their opinions. He likes to hold the reigns and prefers the parents do not voice or speak their opinions. I felt the staff in the office lacked as much people skills as their leader, with the exception of one secretary who has been there for many many years.
—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.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
76 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.
54 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
54 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.
60 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
61 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
74 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 59% in 2012.
48 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
49 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 | 40% |
| Females | 48% |
| Males | 28% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 42% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 39% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 40% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 9% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 52% |
| All Students | 29% |
| Females | 28% |
| Males | 31% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 23% |
| Fluent-English proficient and English only | 37% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 18% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 29% |
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 | 28% |
| Females | 37% |
| Males | 19% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 28% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 28% |
| English learner | 11% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 56% |
| Females | 48% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 56% |
| English learner | 41% |
| Fluent-English proficient and English only | 70% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 64% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 63% |
| Females | 73% |
| Males | 53% |
| 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 |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 50% |
| 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 | 53% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 65% |
| All Students | 56% |
| Females | 63% |
| Males | 48% |
| 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) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 44% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 46% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 71% |
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 | 30% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 33% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 35% |
| English learner | 15% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 31% |
| All Students | 30% |
| Females | 30% |
| Males | 29% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 30% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 31% |
| English learner | 21% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
| All Students | 36% |
| Females | 33% |
| Males | 39% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 34% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 37% |
| English learner | 18% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 19% |
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 | 52% |
| Females | 60% |
| Males | 46% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 52% |
| English learner | 19% |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 50% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 75% |
| All Students | 22% |
| Females | 30% |
| Males | 17% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 24% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 24% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 23% |
| English learner | 0% |
| Fluent-English proficient and English only | 34% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 29% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 25% |
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
Grade 6
All students
Female
Male
All students
Hispanic or Latino
All students
Economically disadvantaged
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 - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 84% | 49% | ||
| African American | 8% | 7% | ||
| White | 6% | 28% | ||
| Asian | 1% | 8% | ||
| Filipino | 1% | 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 | 50% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 89% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 98% | 85% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Arabic | 0% | 1% | ||
| Chaozhou (Chiuchow) | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 10 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 92% | N/A | 96% |
| Emergency credential or waiver | 8% | N/A | 2% |
Tips for understanding school culture
Apply
Tell parents
more about
your school
Visit
1200 North Gordon Street
Pomona,
CA 91768
Website: Click here
Phone: (909) 397-4624
To start a new list, click OK. Otherwise click Cancel.
Crystal Montessori Academy
Pomona, CA
Roosevelt Elementary School
Pomona, CA
Emerson Middle School
Pomona, CA
San Jose Elementary School
Pomona, CA
St. Joseph Elementary School
Pomona, CA
San Antonio Elementary School
Pomona, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Lincoln Elementary School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

