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GreatSchools Rating

La Verne Science And Technology Charter School

Charter | PK-6 | 11 students

 

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Last modified
Community Rating

3 stars

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

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Principal leadership

Parent involvement

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14 reviews of this school


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Posted December 23, 2012

This school is the horrible;I had to go to the district about the school marking my kids tardy before 8:10 because I could not get results from the principle.If it wasn't for my daughters teacher being honest about marking the kids tardy before 8:10 they would have continued to say it was not true.My daughters tardies were reversed but other students tardies were not because parents were not informed.Also the office staff on several occasions didn t call home when my daughter got hurt or became ill at school.Subsequently on all of those occasions my daughter had to see a doctor due to the illness or accidents at school.This was another issue I had with the office staff that the principle did not handle in which again I had to go to the district.When you have a problem & go to the principle she never really deals with the issue,she just tells you what she thinks you want to hear.The kids bully other kids,the upper graders conversations are x-rated,also profanity is prevalent on campus & not much is done about it.There is no such thing as parent involvement PTA,PTO does not exist.There are a few teachers that try to make a difference,but I am sorry to say they are Lone Soldiers.
—Submitted by a parent


Posted May 3, 2010

This is a very nice school that has gone through some tremendous changes in the past few years. Three principals within the last three years, teachers coming and going due to district issues, and yet it still delivers the best for my kids. Don't get discouraged the tide is turning and you will be on top again. Hang tough! Don't lose heart. Great schools need to go through transitions to become the best!!
—Submitted by a parent


Posted August 11, 2008

The school has taken a turn for the worst with the new principal. Ms. Whitington as well as some of the teachers there seem as if they do not enjoy their job. She along with another 2nd grade teacher have such a short fuse when it comes to the children. You can see it in their face that they generally do not care for the children and rather are there for the paycheck. I am deeply sadend that the old principal had to retire as I think he was the best thing to ever happent to that school. If you can help it, DO NOT enroll your child there. The rest of the office staff is amazing! There has never been a problem with them and no matter what time of day you visit, they are always on top of their game.
—Submitted by a parent


Posted January 19, 2008

Yorba has been nothing but the best to my children. This school has offered the best that is to the school abilty, The teachers are the best. They worry about each and every child and try to make them the best the the child can be. The office staff has been wonderful when i need to get information. The new principal has brought alot of good changes for everyone.
—Submitted by a parent


Posted January 19, 2008

I am a very pleased parent. I have two children attending Yorba and I am impressed with the teacher/student involvement I have seen over the years. This year I have seen improvements throughout the school. The new principal brings great comfort to our school. By greeting students and parents every morning inviting any voices of concern. Parent involvement has increased as well. I have noticed more participation at school functions compared to previous years. Keep up the good work principal and parent booster!
—Submitted by a parent


Posted November 16, 2007

I was going to transfering my kid, when I find out that a new principal was coming.I give Two thumbs up to Ms.Whittington. For the short time that she has been, she has done noticible changes. More parents involvement, the after school program is great, she is always by the entrance greeting every student and parent,and always participating in any of the programs very proffessionally.I am positive that her energy and sense of purpose will go to the students. On the other hand, the school office staff are very unproffessional, unpolite and uncooperative. It feels very unpleasent to walk to the office to get any kind of form or information.I wish the new principal will make the whole school a better place to be for everyone.
—Submitted by a parent


Posted August 14, 2007

Yorba has excellent teachers that push the children to do their best. They have annual science fairs & all grades are required to participate (K-6). I would say that previous reviews both have it right when they say the principal is caring yet firm on the school rules. That being said I also feel he did not push the envelope to improve area such as student drop off & pick up; after school sports; PTA; better playground equipment; more computers; qualified in-room tutors...he just was not a visionary of his domain. He retired June 2007, & I am very anxious to see what changes the new principal, Ms. Whittington will enact her first year. I hope she hits the ground running hard!
—Submitted by a parent


Posted September 2, 2006

Unfortunately this school is behind the times, it lacks technology, quality after school care, preschool classes, and parent participation. Who is responsible? The Pomona School District and the school's administrator....good teachers, no leader.
—Submitted by a parent


Posted May 2, 2006

The principal is really a friend to all parents and always available for you to speak to him about any issue.
—Submitted by a parent


Posted June 22, 2005

It all starts at the top with the principal and it is quite obvious that he is simply coasting on his tenure while waiting for his retirement to kick in. This school offers students absolutely nothing. Most classrooms do not have computers for the students to use. Music, art and sports programs simply do not exist. The No Child Left Behind Act means absolutely nothing as there aren't any tutors to assist the students that need help. Tutoring or after school mentoring programs, extended child care are programs that simply do not exist at this school. Try to get involved as a parent - no PTA or any other group in which you can get together and voice concerns. Parent teacher conferences simply do not exist. The principal and your child's teacher will decide what is best for your child without any input from you.
—Submitted by a parent


Posted September 17, 2004

All three of my children went to Yorba and now my Grandson attends this school. I think the quality of the education has decreased over the years and this may be to a number of factors. Pomona does not put a lot of money into their schools and even though the 'Yorba District' is still considered a big plus as far as real estate goes, I feel that the school could raise the bar on the academics. The children are taught to value others but mostly they are told to obey the rules. The school has a rigid disciplinarian as a principal. There seems to be more emphasis on 'following the rules' than on reaching out and making the students feel like special little human beings. Even the teachers seem to be afraid of 'getting caught' breaking a rule. This mentality takes away from the 'fun of learning'.
—Submitted by a parent


Posted October 7, 2003

I recently found out that Yorba Elementary School will be increasing the combination classroom classes to meet budgetary contraints. I find this decision unacceptable. I have also been informed that there will be classes consisting of 3 grades per one teacher (ex: 4th,5th &6th). Teachers had no time for preparation of this change. I'm sure that it is impossible for the students to focus in class when the teacher has to teach at 3 different level each day. As a parent I am greatly concerned.
—Submitted by a parent


Posted September 9, 2003

This school is wonderful. The teachers are great and so are the kids. Everyone is so respectful my two daughters and I have gone to this school, and when I was a kid I loved it. My kids love it to and the principal is the best he pushes the kids to try there hardest and do their best. This school is wonderful.
—Submitted by a parent


Posted September 3, 2003

We have had two children at Yorba since K1 with great success. The teachers are first class and the principal, though tough, is great. What makes Yorba special is that they had a spectacular teacher there for over 30 years (Mrs. T, retired in 2002). The principal required that new incoming teachers be trained by her and this resulted in teachers sharing her standards and dedication. The campus is clean and safe.
—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

719

Change from
2012 to 2013

+24

API Statewide Rank
(2012)

1 / 10

API Similar Schools Rank (2012)

1 / 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 its schoolwide API target for 2013.
  • This school has not yet 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

719

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

+24

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)

1 / 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)

1 / 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.

31 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
42%

2011

 
 
60%

2010

 
 
34%
Math

The state average for Math was 65% in 2013.

31 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
39%

2011

 
 
57%

2010

 
 
34%
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.

31 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
37%

2011

 
 
20%

2010

 
 
32%
Math

The state average for Math was 66% in 2013.

31 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
48%

2011

 
 
40%

2010

 
 
34%
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.

24 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
44%

2011

 
 
50%

2010

 
 
25%
Math

The state average for Math was 72% in 2013.

24 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
40%

2011

 
 
40%

2010

 
 
17%
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.

24 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
40%

2011

 
 
37%

2010

 
 
37%
Math

The state average for Math was 65% in 2013.

24 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
26%

2011

 
 
26%

2010

 
 
23%
Science

The state average for Science was 57% in 2013.

24 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
36%

2011

 
 
40%

2010

 
 
20%
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.

29 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
29%

2011

 
 
37%

2010

 
 
33%
Math

The state average for Math was 55% in 2013.

29 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
24%

2011

 
 
22%

2010

 
 
26%
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 Students45%
Females39%
Males54%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner36%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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

Math

All Students45%
Females39%
Males54%
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 disadvantaged43%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability45%
English learner45%
Fluent-English proficient and English only45%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
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

English Language Arts

All Students19%
Females24%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino25%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged18%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability19%
English learnern/a
Fluent-English proficient and English only14%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)18%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students36%
Females33%
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability35%
English learnern/a
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)36%
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

English Language Arts

All Students46%
Females62%
Males27%
African Americann/a
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 disadvantaged43%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learnern/a
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate27%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students55%
Females62%
Males45%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino61%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability54%
English learnern/a
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate36%
Parent education - some college (includes AA degree)n/a
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

English Language Arts

All Students30%
Females42%
Males17%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino32%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learner33%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students29%
Females33%
Males25%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability29%
English learner33%
Fluent-English proficient and English only25%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students33%
Females33%
Males33%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability33%
English learner33%
Fluent-English proficient and English only33%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
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

English Language Arts

All Students31%
Females25%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged36%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate31%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students31%
Females25%
Males35%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino24%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability31%
English learnern/a
Fluent-English proficient and English only35%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate38%
Parent education - some college (includes AA degree)n/a
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 74%
Black 18%
White 3%
American Indian/Alaska Native 1%
Asian 1%
Two or more races 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 84%N/AN/A
English language learners 35%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)

Specific academic themes or areas of focus
  • Technology
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School basics

School Leader's name
  • Dolores Lobaina
Fax number
  • (909) 392-0191

Programs

Instructional and/or curriculum models used

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  • STEM
Specific academic themes or areas of focus

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  • Technology

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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250 West La Verne Avenue
Pomona, CA 91767
Website: Click here
Phone: (909) 397-4684

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