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Teacher quality
Principal leadership
Parent involvement
This is a wonderful school. Very close knit community, with great principal and excellent teachers. Transitioned my very advanced child from private school environment to this public school in 1st Grade. Very wary at first as to whether boredom/lack of challenge would be a problem. It's not! Teachers do a great job of differentiation, and meet each child where they are. Very high level of parent participation, and a great variety of extra-curricular activities on campus. We love it!
—Submitted by a parent
We have been at Beryl for two years and are absolutely happy and impressed. The teachers are outstanding, the principal is amazing (she knows every student's name!), and the PTA is very involved. It is a smaller school which is ideal for us - lots of individual attention and you get to know everyone.
—Submitted by a parent
Beryl is a small school with lots of individual attention for each student, a hard working team, and great kids.
—Submitted by a parent
I Think is one of the greatest schools in the south bay area and is really great to see how the school score. Is important for parents to know that our childrens are going to one school who really cars about them.
—Submitted by a parent
Beryl Heights is the number one elementary school in Redondo Beach. The API score is 921, second highest in RB by a few points. This is on par with top schools in the state. The comparative school rank is 10. In fact, the school down the street that is a lot bigger and only 6 points higher in API is only rated 8. Lastly, the ratio of social and economic disadvantaged students and students with disabilities relative to overall students is very uneaven in Redondo. Especially compared to the school with the highest API. These two factors are considered major contributors to low API scores. Therefore, I believe that the teachers, staff and principal of Beryl have done an oustanding job with the students. The lack of after school programs are a result of less funding and not enough parents willing to pay for the programs.
—Submitted by a parent
I am so impressed with this school. My other four children went to Jeffferson, and Beryl out shines it! Mrs. Mohr gave my youngest child a private tour of the school to help ease transition of attending a new school. I can't say enough good things about about this school
—Submitted by a parent
I have three children attending Beryl Heights, my oldest has just graduated today. I have been very impressed with the teachers and principle of this school. I have recieved phone calls and e-mails of concern for my kids when they struggle in a subject and have recieved calls and e-mails of praise when they have done well. I have seen teachers at my kids baseball games and at Family Fun Nights at school. These teachers are focused on accedemics and truley care about each child's success. As for Ms. Mohre, the principle, I can not say enough for her, she is very organized, a strong leader and the kids love her; she even plays with the kids at recess! I wish I had this kind of elementery experiance when I was growing up... Beryl feels more like a small town schoolhouse than a public school in the city.
—Submitted by a parent
This is our fourth year at the school, and it just gets better every year. Lots of parent and teacher involvement. The perfect size to ensure that kids get personal attention and don't get lost in the shuffle. There is 0 tolerance for bulling or disrespectful behavior of any type. An excellent school.
—Submitted by a parent
I have been extemely please with my two children attending Beryl Heights these past few years. It's a nice, small school with a great PTA who provides all the nice-to-haves that the school district can't always provide. The principal and most teachers are very caring and are clearly dedicated to their profession as educators.
—Submitted by a parent
My first child is at Beryl Heights this year and I am very pleased with the Kdg. program. I am a very tough critic when it comes to education and I find the quality of the teachers, support of the staff, parental involvement and activities for the students to be excellent.
—Submitted by a parent
Interaction with principal and students is much more than expected. She knows most if not all by name. Great Kindergarten program with lots of special events, parent participation, individualized reading programs for every level of reader, and nice classrooms with plenty of supplies (many are provided by the parents). Better in my opinion the the private K program I'd planned to use. K teachers are all impressive in their knowledge, ability to handle child interactions, and tireless work to make the first year of school a very special one. Strong PTA. No extra-curriculars and almost no afterschool classes.
—Submitted by Happy K Mom, a parent
Academics are good, but discipline is sorely lacking. There's a lot of bullying that's really been increasing over the past 2 years. Otherwise, the school is a bit small, but ok.
—Submitted by RB, a parent
The good thing about a small school is the potential for personal attention. The bad thing is that you don't have much choice. Extracurricular activities are nil. The used to be pretty good. All in all, it's better than a great big school, but it needs more district oversight. Both my kids are out this year.
—Submitted by a parent
Well, after several years at Beryl, I have to say it's heading downhill. The teaching staff has turned over and the new staff just isn't up to par with the old, especially in the 2006-07 school year. Same story with principals, althougth the jury is still out. Just a few factual items: Afterschool programs are slim pickins, K-2 teachers are solid,4th rocks!
—Submitted by Two, a parent
Excellent school and family oriented! Lots of parent involvment! Great Teachers! The only problem I have is the teachers asking the parents for school supplies when the school should be provide for them! Plus every Wednesday is a minimum day for the teacher meetings. Most people in the corporate world work 8 hours or more if they have to. I don't see why the teachers can't schedule their meetings after school which is 2:30, 2:40. That is ridiculous! Plus they get summers off and still want higher salary. If the school was year round I could understand but it isn't. Other than that a good school.
—Submitted by a parent
Good small/mid size elementary school. Great parent /teacher involvement and great activities and learning tools. We love the small town in a city atmosphere.
—Submitted by a parent
Small, great teachers, class size always right for grade, lots of parent involvement, in very residential, being remodeled, lots of fund raisers. Great School!
—Submitted by a parent
Beryl is a small school with about 350 students. It has recently suffered from rotating principals, however, we have high hopes for this year's replacement one. The school is old, but is undergoing a rehab. For the most part, teachers are on the young side, enthusiastic and bright.
—Submitted by a parent
We just moved here to redondo beach & the neighbors are great. My 2 children love their schools very much. They both went to schools on the westside, so this is a big change for them, leaving there friends & all, but they understood & are making a new start & making new friends at their schools. Beryl heights so far is a very good school. My son has improved at this school then the last school he attended. It's just amazing & my daughter she is doing alot better in her high school. Studing more & doing her homework when she gets home. these schools here in redondo I highly recommend. Thank you.
—Submitted by a parent
Great school, would recommend the school and the staff to anyone who wants a small great school to attend. Excellent teachers and staff to help the students. Very caring teachers who spend time with all the kids.
—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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
82 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
66 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.
69 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
69 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
65 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 | 85% |
| Females | 90% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 88% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 82% |
| Males | 78% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 97% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 97% |
| Females | 95% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 98% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 92% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 92% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 91% |
| Females | 96% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 92% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 97% |
| Females | 100% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 98% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 96% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 65% | 27% | ||
| Hispanic | 17% | 51% | ||
| Asian | 10% | 11% | ||
| Black | 3% | 7% | ||
| Two or more races | 3% | 3% | ||
| American Indian/Alaska Native | 2% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 15% | N/A | 54% |
| English language learners 2 | 5% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 59% | 85% | ||
| Japanese | 13% | 0% | ||
| All other non-English languages | 8% | 1% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Farsi (Persian) | 3% | 0% | ||
| Hungarian | 3% | 0% | ||
| Serbo-Croatian (Bosnian, Croatian, Serbian) | 3% | 0% | ||
| Turkish | 3% | 0% | ||
| Urdu | 3% | 0% | ||
| Vietnamese | 3% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 12 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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920 Beryl Street
Redondo Beach,
CA 90277
Website: Click here
Phone: (310) 798-8611
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