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GreatSchools Rating

Hueneme Elementary School

Public | K-6

 

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Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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10 reviews of this school


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Posted January 24, 2014

Worst experience ever. My Kindergartener only lasted half the year before I pulled him. Teacher was mean and unfeeling. The only field trip he ever went on was to the police station where he told me they put them in a jail cell and took a picture. Totally innapropriate for a kindergarten field trip!!!!! Principal seems clueless to what her staff is really like and the old lady running the front office is RUDE. I expect ' May I help you' when I walk in not 'What do you want.' Don't waste your time here. I won't even get into the academics, just look up the scores for this school and that should tell you something.
—Submitted by a parent


Posted April 9, 2012

This school is horrible. The parents and kids barely speak English. The office staff is rude and always assumes you know spanish so they never speak English unless spoken to first. My son went to kindergarten here and it was the worst. I'm glad we were able to transfer to a school this year under the no child left behind act. I taught my son everything he needed to know to pass into 1st grade. The language in the United States is English so why is this school catering to kids who speak spanish? If they don't know the language, then they need to make sure they can get some classes in it before starting school. It doesn't help when the parents refuse to learn English. All handouts are in spanish. They even have teachers that know spanish and will speak to the parents in spanish. How is this educating our children if the adults won't speak English? Most schools in the area are the same way.
—Submitted by a parent


Posted February 12, 2012

My nieces, nephews, children and friends children have been attending this school through generations. Teachers are excellent, attentive and truly give 110% throughout the years. Kids that attend have not been unruly or ghetto (excuse the term). Just kids. Assortment of different races personalities and open minds. Came in with intra-district transfer. Wouldn't recommend any other.
—Submitted by a parent


Posted January 1, 2011

I have mixed reviews about this school. I grew up in Hueneme, even went here myself as a child. As a parent, I really don't like the district in general. The school itself is what you make of it. The so-called GATE program leaves much to be desired and I agree with some of the other reviews about the attention being paid to the non-English speaking students. It's that way district wide though, so what can you expect? The principal and most of the teachers are really fantastic, if you stay in touch with them about your child's needs. Overall, it's one of the best in the district but be prepared to put in a lot of time that the school does not provide.
—Submitted by a parent


Posted September 19, 2008

My two boys went to this school for the last three years. And yes they did have plenty of homework, dress code, but that should be a good thing. Right know we live in Daytona Beach FL. and my youngest doesn't bring any homework home. I had to buy my kids Activity books to do at home. We miss Hueneme elem. very much and all the teachers. Especially the A.R. reading program which the current school my kids go to don't have.
—Submitted by a parent


Posted January 3, 2008

As a parent, be prepared to spend a lot of time helping your child with their homework. The school is very picky about dress code and appearance. No boys with long hair or dirty clothes.
—Submitted by a parent


Posted June 3, 2007

My daughter has attended this school from k-5th. She has excelled in many of her subjects, especially math. Parent involvement is the key! Teachers can not be expected to do it all! I have been very happy with the safe, friendly environment this school provides. They have a no-tolerance policy for bullying and it shows. Mrs. Robertson gives positive a lot of positive input to the kids and rewards good graces, reading scores and participation.
—Submitted by a parent


Posted February 5, 2007

My son attended this school for 3 years. It is awful how much attention is given to non-english speaking students, while others are left behind. This school needs to spend more time with quality control and less time worrying about a uniform policy. I am so happy my son no longer goes to this school. For those still there.. spend lots of time at home working with them, they will need it.
—Submitted by a parent


Posted October 17, 2005

Teacher communication to parents is poor. Quality of academic programs is not sufficient.
—Submitted by a parent


Posted March 10, 2004

This is my child's first year at Hueneme. He is in the first grade. As a parent, I have been satisfied with his classroom structure. The Principal's care and concern for her students have also been a positive factor. The staff in the Office, the cafeteria workers, and the teachers are very receptive and welcoming. So far, I've been to their Open House and have volunteered in my son's class. I am satisfied.
—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

737

Change from
2012 to 2013

-40

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

3 / 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 did not meet 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 did not meet all student subgroup API targets for 2013

This school's
API score

737

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

-40

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)

3 / 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)

3 / 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.

89 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
39%

2011

 
 
41%

2010

 
 
37%
Math

The state average for Math was 65% in 2013.

89 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
38%

2011

 
 
42%

2010

 
 
47%
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.

78 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
47%

2011

 
 
43%

2010

 
 
36%
Math

The state average for Math was 66% in 2013.

78 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
72%

2011

 
 
52%

2010

 
 
60%
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.

55 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
47%

2011

 
 
52%

2010

 
 
64%
Math

The state average for Math was 72% in 2013.

55 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
42%

2011

 
 
54%

2010

 
 
54%
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.

54 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
50%

2011

 
 
58%

2010

 
 
61%
Math

The state average for Math was 65% in 2013.

54 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
54%

2011

 
 
53%

2010

 
 
43%
Science

The state average for Science was 57% in 2013.

55 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
59%

2011

 
 
58%

2010

 
 
63%
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.

59 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
81%

2011

 
 
75%

2010

 
 
64%
Math

The state average for Math was 55% in 2013.

59 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
51%

2011

 
 
56%

2010

 
 
46%
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 Students37%
Females54%
Males23%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)38%
Economically disadvantaged35%
Not economically disadvantaged47%
Students with disability27%
Students with no reported disability39%
English learner23%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate22%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)43%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students40%
Females49%
Males33%
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)62%
Economically disadvantaged34%
Not economically disadvantaged73%
Students with disability33%
Students with no reported disability42%
English learner26%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate30%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)52%
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 Students22%
Females29%
Males15%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino15%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)40%
Economically disadvantaged19%
Not economically disadvantaged33%
Students with disabilityn/a
Students with no reported disability23%
English learner4%
Fluent-English proficient and English only31%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate16%
Parent education - high school graduate11%
Parent education - some college (includes AA degree)29%
Parent education - college graduate33%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females55%
Males48%
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)60%
Economically disadvantaged43%
Not economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability50%
English learner31%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)54%
Parent education - college graduate80%
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 Students52%
Females56%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged44%
Not economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability52%
English learnern/a
Fluent-English proficient and English only58%
Migrant educationn/a
Gifted and talented73%
Parent education - not a high school graduate39%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)82%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students44%
Females41%
Males46%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged38%
Not economically disadvantaged56%
Students with disabilityn/a
Students with no reported disability44%
English learnern/a
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talented87%
Parent education - not a high school graduate33%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)45%
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%
Females52%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino34%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged45%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability46%
English learner17%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate47%
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

Math

All Students37%
Females34%
Males40%
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 disadvantaged30%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability37%
English learner17%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate15%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students57%
Females69%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged54%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability56%
English learner8%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate60%
Parent education - some college (includes AA degree)59%
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 Students47%
Females44%
Males52%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino44%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learnern/a
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate48%
Parent education - high school graduate25%
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 Students40%
Females29%
Males56%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino35%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged31%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability40%
English learnern/a
Fluent-English proficient and English only42%
Migrant educationn/a
Gifted and talented86%
Parent education - not a high school graduate36%
Parent education - high school graduate19%
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 69%
White 17%
Two or more races 5%
Black 4%
Asian 2%
American Indian/Alaska Native 1%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 77%N/AN/A
English language learners 32%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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School basics

School Leader's name
  • Helen Cosgrove
Fax number
  • (805) 986-8765

Resources

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

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354 North Third Street
Port Hueneme, CA 93041
Website: Click here
Phone: (805) 488-3569

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