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GreatSchools Rating

Henry Ford Elementary School

Public | K-5

 

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Living in Redwood City

Situated in an inner city neighborhood. The median home value is $637,500. The average monthly rent for a 2 bedroom apartment is $1,690.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 4 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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15 reviews of this school


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Posted October 15, 2013

We could not have asked for a better neighborhood school! The teachers at Henry Ford are amazing, especially Mr. Howell. Our son loves him (and so do we)! The principal Ms. Griffiths is fantastic and works tirelessly in making the school even better. Great community-bonding events, too.
—Submitted by a parent


Posted October 9, 2013

Very devoted teachers, principal. Extremely active and succesful PTA helping compensate the budget gap. Would recommend to any parent considering it for their child without any hesitation!
—Submitted by a parent


Posted September 16, 2013

My 2 daughters went to HF K-3. The teachers are dedicated, and the principal, Lynne Griffiths, is a tireless advocate for her students, teachers, and school community. Like all schools in Redwood City, HF is struggling amid budget cuts. It's not fancy, and the parent community is lackluster - the same parents volunteer in classrooms, are active in PTA, and run/staff every event. Unlike other RWC schools, API test scores keep going up, and more and more neighborhood families are recognizing the value of this "little school that could." There is a movement afoot to add grades 6,7,8 to HF, and if parents can make that happen, the school will really take off. It is a good school that keeps getting better, and that is a testament to Lynne Griffiths, the teachers she inspires to do their best, and the parents who refuse to give up on this school. I think it's on its way towards edging out richer schools (Clifford, Roy Cloud) as the most desirable in the district, if things keep going the way they have been. Henry Ford is one to watch.
—Submitted by a parent


Posted September 14, 2013

When our daughter was ready for Kindergarten we were looking into private schools, scared of the public school system like so many. After attending the information evening at Henry Ford and hearing the passionate Kindergarten teachers who have been at the school for many years, we were open to giving the school a try. We never looked back. The principal, Ms Griffith is a wonderful person who cares deeply for the students and education. The teachers are great. We have been lucky to have also much parent involvement in the classroom and we feel that our daughter is getting a solid education that is also showing in the overall test scores of the school. We could not have wished for a better neighborhood school.
—Submitted by a parent


Posted October 15, 2009

we love our teacher henry ford is a great shool
—Submitted by a parent


Posted June 2, 2009

This is our first year at HF and my daughter is in 3rd grade. We love Miss Glazener her teacher and have enjoyed all of the events and enrichment. This school is driven by caring educated teachers and faculty and the PTA is great. HF is an excellent neighborhood school with a globally diverse student body. It is the real world.
—Submitted by a parent


Posted May 18, 2009

I couldn't DISAGREE more with the last post. I have been involved with this school for many years, and am continuously impressed with the teachers and staff. They don't pressure students to do the fundraisers, but they are easier on parents because its things we already spend money on each time we are at the grocery store. The office staff is fantastic, and even when they are busy they do their best to accommodate everyone. The teachers all work very well together and do everything they can to help their students succeed.
—Submitted by a parent


Posted February 27, 2009

I am maybe the first one to rate Ford this low, but I have to. I didn't expect to be so dissapointed of this school, as it is in such a nice neighborhood. Teachers should attend more professional development programs, as I don't see the commitment, desire or energy to work with the children. I don't agree with the discipline style, presentation of material, motivational approaches, art program, PE program, fundraising pressures given to children (boxtops, Lucky's supermarket, etc.), loads of paper coming home with pointless homework. Children should be given enough time to complete a task with care, so they understand and master it. It needs lots of improvment. Though, I was happy talking with the Principle. She is aproachable, understands your issues and will work with you. But there are so many things beyond her conrol...
—Submitted by a parent


Posted June 14, 2008

I think Henry Ford Elementary is a great school. Academics are at level. My three kids have always loved every teacher there. I was upset that the principal Kimberly Attell was very rude at times. She seemed to take out her frustrations on parents and children who didn't deserve the anger. She is a short fuse and has priority issues.
—Submitted by a parent


Posted August 21, 2007

5 Stars. I love this school. Very involved with the children.
—Submitted by a parent


Posted August 24, 2006

Henry Ford Elementary School provides a supportive environment for learning. The leveled reading program is excellent. The teachers are enthusiastic. Principal Kimberly Attell is dedicated to each student and is a tireless advocate for them and for her staff. There is a great group of dedicated parent volunteers and the office staff is the best. We love Henry Ford School.
—Submitted by a parent


Posted March 23, 2006

Henry Ford is a Language Arts Magnet. They have an effective program called 'Circling' in which the students read for about an hour and a half in leveled reading groups. Each student definitely gets the support they need in terms of reading. Parent involvement is terrific, and so is their music and art program! They get music once a week, and the teacher is just terrific. They participate in the art-in-action program, and what I've witnessed has been pretty sensational.
—Submitted by a staff


Posted August 31, 2004

Good facilities. Strong parent activity. No violence or gangs that I know of. Lots of traffic in front of school in mornings and afternoons.
—Submitted by a parent


Posted May 26, 2004

My son has gone to this school since kindergarten and will graduate this year. He has had a fantastic time here and will miss everyone very much. This is by far the best school in Redwood City. The teachers we have had are amazing and the rest of the staff are very friendly. Thank you Henry Ford for six great years. -The Walchs
—Submitted by a parent


Posted January 24, 2004

My children both attend Henry Ford and are very happy there. My son is in the first grade and my daughter is in the third grade. I like the Principal's enthusiam and problem solving strengths in all areas. My children have both had excellent teachers. I would recommend this school.
—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

836

Change from
2012 to 2013

+5

API Statewide Rank
(2012)

6 / 10

API Similar Schools Rank (2012)

9 / 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 2013

This school's
API score

836

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

+5

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)

6 / 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)

9 / 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.

75 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
69%

2011

 
 
58%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

75 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
75%

2011

 
 
76%

2010

 
 
78%
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.

64 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
58%

2011

 
 
44%

2010

 
 
40%
Math

The state average for Math was 66% in 2013.

63 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
88%

2011

 
 
70%

2010

 
 
71%
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.

64 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
52%

2011

 
 
60%

2010

 
 
71%
Math

The state average for Math was 72% in 2013.

66 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
61%

2011

 
 
82%

2010

 
 
87%
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.

37 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
54%

2011

 
 
50%

2010

 
 
53%
Math

The state average for Math was 65% in 2013.

41 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
69%

2011

 
 
62%

2010

 
 
64%
Science

The state average for Science was 57% in 2013.

37 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
58%

2011

 
 
40%

2010

 
 
53%
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 Students74%
Females70%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged61%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability80%
English learner57%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate63%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)69%
Parent education - college graduate93%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students74%
Females75%
Males74%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged66%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability83%
English learner63%
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate68%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)81%
Parent education - college graduate80%
Parent education - graduate school/post graduate92%
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 Students44%
Females50%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino46%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)33%
Economically disadvantaged41%
Non-economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability47%
English learner29%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate41%
Parent education - some college (includes AA degree)40%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students81%
Females81%
Males81%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantaged82%
Non-economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability82%
English learner71%
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate86%
Parent education - high school graduate82%
Parent education - some college (includes AA degree)67%
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 Students66%
Females63%
Males69%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino65%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability63%
English learner38%
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)69%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students81%
Females81%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged78%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability80%
English learner74%
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate80%
Parent education - high school graduate76%
Parent education - some college (includes AA degree)81%
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 Students51%
Females63%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only67%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate9%
Parent education - high school graduate67%
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 Students56%
Females52%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability61%
English learner14%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate92%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students57%
Females47%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate18%
Parent education - high school graduate75%
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 60%
White 26%
Two or more races 4%
Black 3%
Asian 2%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 58%N/AN/A
English language learners 40%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Lynne Griffiths
Special schedule
  • Year-round
Fax number
  • (650) 367-4357

Resources

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

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2498 Massachusetts Avenue
Redwood City, CA 94061
Website: Click here
Phone: (650) 368-2981

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