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GreatSchools Rating

Lincoln Elementary School

Public | K-6 | 560 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating
2010:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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27 reviews of this school


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Posted April 12, 2013

Lincoln Elementary is a wonderful school with a forward thinking principal and many great teachers. We have had our children attending Lincoln for two years now and couldn't be happier. The staff really exceeds at everything they do from encouraging students to become better learners to helping students develop an interest in music and science. They also sponsor field trips to colleges which is very smart. The children are already thinking and expecting to attend a university in the future. We are so glad to be a part of this community.
—Submitted by a parent


Posted June 6, 2012

Lincoln Elementary has been called "the NEW best school in Redondo". In the last few years it has been completely overhauled, new young/smart principal, new facilities and the latest technology to relate to the parents and kids. The parent involvement is amazing, the teachers truely take the time to work with every student and Principal Winkler is available not only to the parents but for his staff, and students. I have seen him at the morning drop off personally OPENING car doors for kids being dropped off at the valet station and welcoming them to school. If you want your child to exceed any expectations and be a part of a lively, smart, technologically savvy then Lincoln is where you want to be. ***Also it must be mentioned that on the campus of Lincoln is a BRAND NEW, state of the art Child Development Center (CDC), complete with a/c , heat etc and was part of the new California LEED ( green ) building initiative built in 2011. This is a stunning facility: no old carpet, no moldy walls, no lead paint, or dingy lighting. This is a HUGE plus if your child needs to spend any time in child care after school. 10 of 10 for Lincoln.
—Submitted by a parent


Posted September 14, 2011

The teachers are dedicated and have an excellent reputation, as many parents know several grades' worth by name and can offer detailed positive feedback. Parents are very involved in this community.
—Submitted by a parent


Posted October 31, 2010

they offer so many opportunities outside of regular school curriculum.... the teachers are ver involved and genuinely seem to care.
—Submitted by a parent


Posted August 10, 2010

Lincoln is a great school. Very community involved. Teachers seem dedicated. A few issues I had with the school though is that the teachers sometimes seemed overwhelmed and unable to focus on individual kids. My child was already reading, writing, adding and subtracting when she went into kindergarten and those talents were not capitalized on. It was like she was almost punished for being smart. What I mean by that is she was forced to wait for the rest of the class to catch up to her level of understanding versus nurturing her advanced level. She was literally bored during the day. Also the PTA meetings are on Thursday afternoons at 2pm? What working parent is able to attend a PTA meeting on a Thursday at 2? I want to be more involved vs just give money but was given the cold shoulder when I asked about the meetings.
—Submitted by a parent


Posted September 17, 2009

Lincoln is a great school...great teachers, great staff, my son has learn so much...
—Submitted by a parent


Posted August 20, 2009

Lincoln is an outstanding school. My daughter loves her school and teachers. I am impressed with the caliber of my daughter's teachers and with the superb job they have been doing. Parental involvement is tremendous. The principal, Ms. Leddel, seems to be fairly accessible, involved and capable. My only complaint is that the CDC (Child Development Center) associated with this school is old and rundown. The organization of summer activities has been quite poor overall, however the program throughout the school year is quite good. In all fairness, the CDC has recently undergone recent changes in staff and policies and perhaps these issues shall be corrected soon.
—Submitted by a parent


Posted June 16, 2009

Great teachers, great administration and FABULOUS diversity in student body!
—Submitted by a parent


Posted June 8, 2009

I love Lincoln. The teachers are dedicated and truly care about the students. The office staff is very friendly and the PTA programs are wonderful! The principal is not easily acceptable and generally appears frazzled. There seems to be a dis-connect between her and the school.
—Submitted by a parent


Posted August 2, 2008

This is a fantastic school. The teachers are great and care about the kids, the parents are active, and the students achieve very well on standardized tests.
—Submitted by a parent


Posted November 25, 2007

We love the new principal! We love this school! The teachers are wonderful!
—Submitted by a parent


Posted March 29, 2007

Our experience with Lincoln is somewhat limited as our daughter is in Kindergarten. From what we have observed, Lincoln is an outstanding school. The principal, Ms. Cunin, is not only easily accessible, but very involved, capable and relentless in her mission to educate the students. She not only knows all the students by name but has been seen weeding the front lawn of the school on the weekends. I cannot say enough about my daughter s teachers and have been very impressed with the superb job they have been doing. My daughter loves her school. Parent involvement seems to be quite high.
—Submitted by Anne Wagner, a parent


Posted January 12, 2007

Our kids love going to school at Lincoln. Ms. Cunin has retained good teachers, brought in new, strong teachers, and has continued to provide an environment where teachers seem to feel empowered to reach for the stars. The innovations in we've seen in the classroom and evaluation methods make us very excited about this, and the coming years for our children. The personality of the school is set by the principal, and reflected in the teachers, and this school continues to lead the district, as well as the local area in improvements and innovations.
—Submitted by a parent


Posted January 3, 2007

My children have been attending Lincoln for 9 years now and we love it. The new principal is wonderful and I cannot say enough about the teachers. They have so much commitment to the students to make sure they get the most out of the education they are learning. The parents that are involved w/ the PTA are superb but we need more to step up.
—Submitted by Michele K., a parent


Posted November 30, 2006

Lincoln is an outstanding school. I think the new principal Kristie Cunin is great. She has created a lot of energy and enthusiasm at the school. I feel like my son, who is now in his 4th year at Lincoln has received a good education, with appropriate attention and support in all areas.
—Submitted by a parent


Posted September 15, 2006

It seems that all of the kindergarten parents are the only ones truly happy with Lincoln, and the principal. The teachers are Fantastic, and some of the best around. The PTA is very evolved, but seems to only consist of about 1/10 of the parents. Good school which could be so much more with a better leader.
—Submitted by a parent


Posted September 4, 2006

I have been very happy to have my son at Lincoln School. He just completed kindergarten and loved school. He is excited about starting 1st grade this week. I am very impressed with the teachers that I've come across and am pleased with the direction that the new principal Kristie Cunin is taking the school. I have found her to be approachable and responsive. I also feel that high parental involvement is a good thing--not a negative.
—Submitted by a parent


Posted September 2, 2006

Lincoln elementary used to be a great place to be. It was a home to many students in our community. Since the new principal, Kristie Cunin has arrived much of that has changed. She is extremely unapproachable.
—Submitted by a parent


Posted August 14, 2006

Lincoln is the best school in Redondo Beach. We have wonderful teachers, staff and a terrific Principal. Our principal,Kristi Cunin, is very dedicated to her students, staff, and keeping this a family environment. As you walk down the halls, Mrs. Cunin is always walking around and knows the students by name. My daughter loves to go to school. She has excelled at rates that I can't imagine. The teaching staff is Excellent. From Kindergarten to 6th grade all the teachers are dedicated to helping our students learn in a happy fun environment.
—Submitted by a parent


Posted August 14, 2006

Lincoln is a good school that is trying to become a great school. The driving force behind the school's quest for excellence is the principal, Kristie Cunin. She works endlessly to provide a superior education for our children. Parent involvement is very high. Since there is never enough money, our parent/teacher organization is crucial to the success of our school. One of our best programs, Hands on Art, is run by the PTA and parent volunteers. Almost all of the teachers are excellent and work hard to help each child succeed. We are very happy that our children can attend Lincoln.
—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 2012.

This school's
API score

912

Change from
2011 to 2012

+3

API Statewide Rank
(2011)

9 / 10

API Similar Schools Rank (2011)

7 / 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 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 2012

This school's
API score

912

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
2011 to 2012

+3

Change from 2011 to 2012
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. 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
(2011)

9 / 10

API Statewide Rank (2011)
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 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

7 / 10

API Similar Schools Rank (2011)
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 58% in 2012.

94 students were tested at this school in 2012.

2012

 
 
81%

2011

 
 
78%

2010

 
 
74%

2009

 
 
65%
Math

The state average for Math was 64% in 2012.

94 students were tested at this school in 2012.

2012

 
 
90%

2011

 
 
90%

2010

 
 
85%

2009

 
 
74%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 48% in 2012.

84 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
68%

2010

 
 
65%

2009

 
 
76%
Math

The state average for Math was 69% in 2012.

86 students were tested at this school in 2012.

2012

 
 
83%

2011

 
 
85%

2010

 
 
69%

2009

 
 
94%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 67% in 2012.

102 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
81%

2010

 
 
90%

2009

 
 
90%
Math

The state average for Math was 71% in 2012.

104 students were tested at this school in 2012.

2012

 
 
84%

2011

 
 
85%

2010

 
 
89%

2009

 
 
84%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 63% in 2012.

77 students were tested at this school in 2012.

2012

 
 
78%

2011

 
 
86%

2010

 
 
75%

2009

 
 
77%
Math

The state average for Math was 65% in 2012.

80 students were tested at this school in 2012.

2012

 
 
75%

2011

 
 
80%

2010

 
 
70%

2009

 
 
66%
Science

The state average for Science was 60% in 2012.

78 students were tested at this school in 2012.

2012

 
 
76%

2011

 
 
91%

2010

 
 
80%

2009

 
 
72%
Scale: % proficient or advanced

About the tests


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

English Language Arts

The state average for English Language Arts was 59% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
76%

2009

 
 
75%
Math

The state average for Math was 55% in 2012.

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
72%

2009

 
 
57%
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students81%
Females79%
Males84%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged69%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
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)58%
Parent education - college graduate82%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students90%
Females90%
Males91%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged92%
Non-economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability94%
English learnern/a
Fluent-English proficient and English only91%
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)75%
Parent education - college graduate90%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students78%
Females84%
Males75%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged84%
Students with disability64%
Students with no reported disability81%
English learnern/a
Fluent-English proficient and English only78%
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)69%
Parent education - college graduate88%
Parent education - graduate school/post graduate82%
Parent education - declined to staten/a

Math

All Students83%
Females88%
Males81%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disability77%
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only83%
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)83%
Parent education - college graduate78%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students92%
Females96%
Males88%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged82%
Non-economically disadvantaged94%
Students with disability86%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)84%
Parent education - college graduate93%
Parent education - graduate school/post graduate100%
Parent education - declined to staten/a

Math

All Students84%
Females88%
Males79%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged60%
Non-economically disadvantaged89%
Students with disability87%
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)67%
Parent education - college graduate91%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Students78%
Females79%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino56%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)86%
Economically disadvantaged59%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability77%
English learnern/a
Fluent-English proficient and English only81%
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)56%
Parent education - college graduate89%
Parent education - graduate school/post graduate95%
Parent education - declined to staten/a

Math

All Students75%
Females78%
Males71%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)81%
Economically disadvantaged56%
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
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)60%
Parent education - college graduate91%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Science

All Students76%
Females75%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
White (not Hispanic)83%
Economically disadvantaged56%
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only78%
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)63%
Parent education - college graduate86%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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 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

Breaking down the GreatSchools Rating

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 »


Student ethnicity

Ethnicity This school State average
White 51% 28%
Hispanic or Latino 25% 49%
Asian 12% 8%
African American 6% 7%
Filipino 3% 3%
Pacific Islander 2% 1%
Multiple or No Response 1% 3%
American Indian or Alaska Native 0% 1%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 224%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 52% 85%
Vietnamese 10% 2%
Japanese 6% 0%
All other non-English languages 4% 1%
Pashto 4% 0%
Arabic 3% 1%
Armenian 3% 1%
Cantonese 3% 2%
Farsi (Persian) 3% 0%
Portuguese 3% 0%
Russian 3% 0%
French 1% 0%
German 1% 0%
Rumanian 1% 0%
Thai 1% 0%
Urdu 1% 0%
Source: CA Dept. of Education, 2007-2008

Average class size

  This school District averageState average
Average class size 21N/A25
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 7N/A11
Average years teaching 9N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 97%N/A96%
Emergency credential or waiver 3%N/A2%
Source: CA Dept. of Education, 2008-2009
Notice an inaccuracy? Let us know!

2223 Plant Avenue
Redondo Beach, CA 90278
Website: Click here
Phone: (310) 798-8646

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