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Teacher quality
Principal leadership
Parent involvement
Posted Thursday, February 21, 2013 Report it Birney elementary is a fantastic school. We have two children there and have watched the school grow and improve steadily even in the face of statewide budget cuts. The school made huge gains with the addition of a new principal 4 or 5 years ago so some parents began to panic when the principal changed again in 2011. Having seen both administrators at work, I can only say that this school is blessed. The new principal is a fantastic upbeat leader and the teaching staff is incredible. The icing on the cake is the huge level of parental involvement from proactive people who are tirelessly generous with their time. In a time when state budget cuts threaten to cripple the quality of education, teachers and parents at Birney have filled the void with creative solutions that have allowed the school to continue to grow and improve. Birney received it's Distinguished School honor two years ago and it's rating has continued to climb ever since. Thrilled that my kids have the good fortune to attend this school.
—Submitted by a parent
I feel like this school was on its way to becoming a great school until 2010 when the principal changed, and the classes became extremely overcrowded, way above state-mandated average. There appears to be little planning on the part of the administration to deal with class sizes and makeup. That being said, most of the teachers and aftercare providers are fantastic, and good kids and parent involvement.
—Submitted by a parent
Birney is an awesome school with a great amount of parental involvement and fantastic teachers. They also have a wonderful after school program for children of working parents. The administration, PTA and teachers work hard to include everyone and to make the school shine. I have spent time at several other area schools and Birney beats all of them hands down.
—Submitted by a parent
Birney Elementary has a wonderful parent support group at all levels. the quality of teachers are moderate and could be better, there is a decline in teachers' quality due to overcrowding perpetuated by special needs students from other districts. between 2009-2011, the vision of providing great quality eduction is deteoriorating. the administration is ignoring the issues at hands with lack of staffs at all levels. classroom size is at 30-35 students per teacher. it is a title 1 school and monies are not well spent as there are not enough teachers for quality teaching.
—Submitted by a parent
Birney is a great school. My son attended last year and is returning this year. My only problem with this school is that it's over crowded but what school isn't? There are some wonderful teachers here and great staff. Go Birney Bobcats!
—Submitted by a parent
This is our second year at Birney and we could not be happier. The principal and teachers are excellent, and parents are truly involved with the school. The school is now a California Distinguished School and keeps improving every year.
—Submitted by a parent
Birney is a wonderful school with an incredible group of dedicated teachers and staff. I can't tell you how lucky I feel to have my children attend a California Distinguished School whose API has increased 80 points over the last four years. Look for more great things to come!
—Submitted by a parent
Birney is a small school with a very dynamic principal, recognized as Administrator of the Year in the school district this year, who empowers and motivates her team, very dedicated teachers always looking for ways to improve and truly caring about the development of the children, as well as involved parents. A small school with big spirit! The significantly higher academic results reflect that community engagement.
—Submitted by a parent
I did a lot of research before I enrolled my son here. We could have done school of choice to put him in another school, but after all of my work, I felt more than comfortable putting him here. And now that he is there, I couldn't be happier! The principal is awesome, very personable and involved. The teachers are great, the facility is very nice. I love that there are extra-curricular activities offered after school. I wouldn't hesitate to enroll here!
—Submitted by a parent
Awsome school great teachers, friendly students and staff.
—Submitted by a parent
Birney Elementary is a small school that has a big voice. The teachers and principal work with the students and parents to make the future of the children a successful one. Although we are one of the smallest schools in our area, I believe we have more heart than the rest. If you are in dought of anything at this school, just go in and talk to the staff, parnets and kids to get real answers to all your questions.
—Submitted by a parent
Birney Elementary is an amazing school with a wonderful principal and staff. the size of the school creates a tight knit community of people looking out for and caring for all the children.
—Submitted by a parent
I think this is an excellent school with amazing staff all around. Although a small school it is big on teaching family values and building character. The PTA is strong and very active. The principal is great and easy to talk to. My kids love going to school eevery day.
—Submitted by a parent
my two kids are going to Birney, and I love it, the teachers are great, the principal always around smiling,it's like a big family, the parents are very involved,the level it's very appropriate, they learning well and with real pleasure.
—Submitted by a parent
Our kids have been at Birney only the last 3 weeks. We haven't seem then this happy and relaxed in a long time. They have had many positive experiences. Yes, there are better schools out there, but this school is by no way a disappointment. Our 3 teachers are caring, and involved. Communication is constant and precise. We are eager to be active parents in our children's education. The 'school' it self does need a bit of a face lift, modernization here and there, but nothing major. Our special needs child is very taken care of and always helped and understood without guilt or misinterpretation. The children are exposed to ART and MUSIC. Homework is not overburdening. They feel very safe going there. For the area it it seems to be a good fit as far as the style of school and it's teaching.
—Submitted by a parent
I've had my son since Kindergarten and I am well pleased. He is in 2nd grade now and he's very well rounded with the teachers, staff and especially the Principal. Environment is friendly and fun! Activities are great and parents are well involved. Academics are well put together teaching the children to hit their milestones and great support is given. The level of the teachers are exceptional!! It's a small school with a BIG heart of teaching...Great job!
—Submitted by a parent
My other two children went to the acclaimed Jefferson and we moved into the Birney area without realizing it. At first, I was worried because Birney's scores were in the 800's as opposed to the 900's. Even our neighbors were trashing the school and putting their kids in private schools without any first hand information. I am so pleased. The teachers are top-notch! Our child is thriving. The classroom sizes are a consistent 19 or so so personal attention is almost guaranteed. I like the fact that it is a smaller school and unlike some of the others who are putting trailers on the playground in order to get additional state funds, their fundraising efforts are stellar and fun. The scores are rising too into the mid to high 800's now because parents aren't fleeing the school but rather participating and connecting - our tax dollars at work.
—Submitted by a parent
Fairly small school population (<500); dedicated staff; strong sense of community. New principal this school year, who seems to have the support of the staff. School is in the process of getting sorely needed refurbishment of its classrooms. We have had two children at Birney. Our older child transferred from another larger-population elementary school where he had trouble adjusting. The smaller campus of Birney was was a friendlier environment for him. He did much better academically and behaviorally. Our youngest child has been there since Kindergarten and every year declares that her current teacher is her all-time favorite. Decent number of quality after-school and extra-curricular activities in both music and the arts. Strong parent involvement.
—Submitted by a parent
The kindergarten teachers are very good. There is usually an extra teacher helping out per class. There are after school programs available. Lot's of parents volunteer. Small school.
—Submitted by a parent
Having 3 children attend Birney I have a pretty good idea of what happens at the school. The academic programs are taught very well. Math and Science are the bigs ones. I have one child with a speach problem and the school's involvement has been a great success. The PTA needs some help, always the same faces and same answers to the few problems the 'District' has. Cake sales and craft show will not create the money needed to help our teaches and children. We do need more parents to get involved.
—Submitted by Michael Maciejunes, 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.
70 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% 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 48% in 2012.
66 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
67 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.
55 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
58 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.
62 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
64 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
62 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 | 83% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| 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) | 92% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 86% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | 100% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 77% |
| Females | 79% |
| Males | 76% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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) | 79% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 88% |
| Males | 94% |
| 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) | 92% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 79% |
| 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 | 93% |
| Females | 100% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 94% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 90% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 91% |
| Males | 96% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 82% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 87% |
| Females | 79% |
| Males | 97% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 81% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 62% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 27% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 70% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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) | 75% |
| Parent education - college graduate | 52% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 85% |
| Males | 90% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 80% |
| 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 | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 81% |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 50% | 28% | ||
| Hispanic or Latino | 22% | 49% | ||
| Asian | 10% | 8% | ||
| African American | 6% | 7% | ||
| Multiple or No Response | 6% | 3% | ||
| American Indian or Alaska Native | 2% | 1% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 18% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 44% | 85% | ||
| Farsi (Persian) | 5% | 0% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| Korean | 5% | 1% | ||
| All other non-English languages | 4% | 1% | ||
| Arabic | 4% | 1% | ||
| French | 4% | 0% | ||
| Japanese | 4% | 0% | ||
| Portuguese | 4% | 0% | ||
| Thai | 4% | 0% | ||
| Urdu | 4% | 0% | ||
| Vietnamese | 4% | 2% | ||
| Dutch | 2% | 0% | ||
| Greek | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Italian | 2% | 0% | ||
| Russian | 2% | 0% | ||
| Samoan | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | 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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1600 Green Lane
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Website: Click here
Phone: (310) 798-8626
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