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Emerson Elementary School

Public | PK-6

 

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Living in Riverside

Situated in an urban neighborhood. The median home value is $165,000. The average monthly rent for a 2 bedroom apartment is $1,020.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
No new ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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18 reviews of this school


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Posted July 14, 2014

My son started Kindergarten at Emerson for the 2013-2014 school year. Prior to the start of the school year I never received any information I had to go online and find out when school started.On the first day of school I met with his teacher and talked to her about her plans/curriculum for the school year and she answered all my questions and seemed to be very nice and enthusiastic about the start of the year. My son was a transitional kindergarten student and after the first week she made sure I knew he was. Anything that happened she blamed it on his age but in actuality it was because of her. She was very intimidating her actions and her tone were. When we went to back to school night everything she had to say in reference to the TK students was just so negative like she wasn't gonna do her best to teach our children the necessary information that they need to know to move on to the next grade. Well I was very pleased when my child was switched to Mrs.Sykes kindergarten class where he was taught the necessary information, excelled like I knew he would received multiple awards and is now moving on to the first grade.Thank you Mrs.Sykes!The office staff is very nice and friendly.
—Submitted by a parent


Posted November 11, 2011

I transferred my children to Emerson from their home school Highland over the summer not knowing the principle was going to change, but at the time when Mr. Mc Combs was there everything was great, staff was very friendly, the custodian I have have to say does an AWESOME job, always cleaning, never once have I seen him sit down, hes great.. Well come the 11-12 school year we get Mr. Bouton, whose great as well, but boy does he have some major changes for that school, he also is VERY much more stern which I totally believe is rubbing off on the staff, now they are not as friendly, they can give a whooo about your concerns.. The teachers overall, I have a 4th grader whose teacher can seem somewhat careless at times, I also have twins that are in the same class, Teacher Mrs. Moreno, Boy I didn't even know that lady could talk, well at least to me she hasn't yet.. I know there are some great teachers at Emerson but I guess you just have to get lucky an get one.. One thing they DIFFIDENTLY NEED IS A CROSSING-GUARD, I can't begin to count how many kids I have seen almost get hit by cars/buses, RUSD we have to remember THINK SAFETY FIRST for these students....
—Submitted by a parent


Posted October 13, 2011

If you have any ability to attend another school please do. There are a few..and I mean only a few teachers that are skilled enough to teach at Emerson, the principal needs to be more aware of his teachers skills. There are huge safety concerns, beware of your children on the playground, there has been several serious injuries to children while at this school, do a quick news search. Terrible test scores and the children barely learn. If I had it to do all over again My children would had never attended, we are now playing catch up at their new school due to the lack academics at Emerson. Due to safety concerns and lack of academics any good parent would go elsewhere. Since this is a title 1 school you should be able to transfer...I would recommend it!
—Submitted by a parent


Posted May 19, 2011

What kind of school is this.??? How can such a great school have bad API scores so many years in a row. Shouldn't parents want the best education for their kids? If all California schools have to meet the state requirements and they get the same material to teach the kid, why should some schools fail while others do well. I feel bad for the teachers who actually give a dame about making a difference because they are classified with those who have bad attitudes. If a teacher cannot control their own behavior, then how can they teach your child?? Wake up, parents!!!


Posted September 6, 2009

we have enjoyed the past 5 yrs at Emerson My kids have had Wonderful teachers that were very dedicated to their students. Mrs Folger, Mrs Sykes, Mrs Gonzalez, Mrs Herrera , Ms Nieto and Ms Turner just a few of the many teachers that make a difference in the lives of their students. My kids have loved working in the garden and eating the fruits and vegetables they helped cultivate at the salad bar at lunch. My 5th grader last year was in the Music class and was proud to perform with the band at the end of the year. The Principal and the kind office staff all know my kids by name and always have a friendly word. I have been impressed by the School choir's performances at assemblies. My son is looking forward to 6th grade Science camp and is actively fund raising. Thank you Emerson Staff!
—Submitted by a parent


Posted August 21, 2009

My family has been at Emerson for three years. We've had great teachers and have always been able to contact them with concerns. The teachers we had have gone above and beyond for their students. Regarding some previous posts: If your not happy get involved parents make a difference. Voluteer in the classroom or playgound. As a working mom I ask if there is anything I can do at home to help with preping materials; I'll also call every couple of weeks to make contac w/the teacher. Realize teachers are human too. Goto PTA meetings, usually there are only a handful of parents that show up on a regular basis. Never had a problem with the principle when I needed to discuss an issue w/him. Office staff is great; my kids love getting a treat when they go up there. Thanks to all the Emerson Staff for their hard work.
—Submitted by a parent


Posted July 30, 2009

My son and I love Emerson. He has been attending for 5 years now. We did have a unprofessional K teacher but I made sure I volunteered everyweek to help out. Everyother year since Kinder has been great. He enjoys it. My daughter will be attending this fall and I look forward to it. Every parent should volunteer time to see what your child goes thru and what the teachers goes thru. Experiences are different for everyone but as long as you communicate with your child and help with their education your child will succeed in what ever school they attend.
—Submitted by a parent


Posted June 11, 2009

Not coming back. Wosrt experience ever!
—Submitted by a parent


Posted May 30, 2009

Very clean, good programs, good teachers, and accountability of children, needs more parent involvement.
—Submitted by a parent


Posted May 30, 2009

I think Emerson is a great school the staff, teachers and principal really care for their students. My daughter has been at Emerson for two years and the teachers that she had are great, specially if they had any concerns for my daughter and they always gave the extra help.
—Submitted by a parent


Posted April 17, 2009

I very much disagree with the last post. I have children at Emerson and I have had problems with both their teachers. My children are given candy almost daily, by teachers, office staff and yard duties. The parent-teacher communication is severely lacking. Apparently, there are teachers who communicate with parents, just not in my experience. As for the extension to reach the teacher. The teacher specifically instructed us not to call it because she 'loses' messages. I've regularly made made it known that I'm available to volunteer and have been shut down, discouraged and have even been told 'no' flatout. I am a member of the PTA and have only received notices via e-mail, which is fine with plenty of advance notice, but it's usually 24-48 hours. I love the Emerson garden and Nancy Rodriguez. The principal is nice, but hard to have a conversation with. Thats it for the positive.
—Submitted by a parent


Posted February 6, 2009

This review is mostly in response to a post on February 4, 2009. I am highly involved at Emerson. I find the parent s comments to be nothing but slanderous and erroneous. Firstly, parent communication is paramount at Emerson. Monthly newsletters are sent home and every teacher has an extension where parents are encourages to leave messages to communicate concerns. Subsequently, parents are encouraged to be involved with their child s education via a myriad of avenues, which include, but are not limited to: Volunteering in the classroom, being an active member of the PTA, or serving as a School Site Council representative. Secondly, the vigorous rigor required by the No Child Left Behind Act is staggering. It takes a concerted effort by an entire community to ensure that our children achieve proficiency. Furthermore, the principal at Emerson is anything but out of touch. The demands and time constraints that face our principals is overwhelming. If you want a meeting, then schedule one with the secretary. There are certain, one might even say conventional, protocols people follow to reach satisfactory results, and frankly leaving one or two voice mails is not preferential. Emerson is a wonderful school full of exemplary staff. In a time of growing uncertainty, I am thankful for the stability of such a fine institution that truly holds the children s best interests at heart.
—Submitted by a parent


Posted February 4, 2009

We recently moved to the Riverside area. My children excelled at their previous school, and after reading the reviews, we expected the same performance at this school. We have been very disappointed. The principal is very out of touch. He doesn't even seem to be able to return a phone call. The teachers are very lacking in their communication with the parents. My children's grades have slipped since transferring to this school, and no one seems to have any interest in working with me, as a parent, to help improve that. I think that teacher-parent relationships should be very hands on, and that is definitely not the case at Emerson Elementary. I will not be bringing my children back to this school next year, and I strongly advise anyone who is reading this to look for another school for their children to avoid this unpleasant experience.
—Submitted by a parent


Posted July 10, 2008

We moved from Colorado and the teachers have made the transition for my daughter very easy. She then attended 1st grade with Mrs Johnson who was a very Wonderful, Caring teacher who always kept me informed about how things were going with my daughter acedemicly and emotionly. Whenever my daughter was struggling she contacted me and helped us get through the rough roads of 1st grade. She was a blessing at the end of the year when my daughter was having some difficulties with her pysically. Since our children spend all day at school, Mrs Johnson noticed my daughter was pale and shaky. I took her to the doctor and she was diagnosed with a thyroid disorder. It was wonderful that she would notice this. I give her full credit for helping my daughter out. Not just teaching, but caring!
—Submitted by a parent


Posted October 17, 2005

I love Emerson Elementary School. My two children have gone to this school for the last 7 1/2 years. The teachers are all wonderful they go out of their way to help their students, anyway they can. The office staff is always there with a smile, and give much needed advice. The school site is clean and well cared for. They have many school activities, and the students can earn many awards for just being themselves. My son states at PE he has alot of fun.
—Submitted by a parent


Posted June 2, 2005

The quality of the academic programs is unsatifactory. I have not seen or heard of any programs that would be able to help a student that has been passed on to other grades knowing that they were not ready for the next grade level. The only extracurricular activites that has been made accessable to students are PE... I have not seen any music classes offered or art classes or any sports. The parent involvement is fair [and] could be better.
—Submitted by a parent


Posted May 23, 2005

The teachers and office staff at Emerson Elementry are among the most friendly and caring group of people I have met in an educational setting. Recently, I enrolled my grandson. What could have been a very trying and upsetting experience, given he was transfering close to the end of the year, turned out to be a very welcoming and pleasant experience for he and I. Thanks to Miss Maries' warm and caring personality, he felt a 'part of', the minute we walked into the office. Add to that, the excellent teaching skills and kindness Mr. Perez and other teachers have set as example. Thank you for being the wonderful school that you are, and making these years a pleasant experience for all students.. With much appreciation.......
—Submitted by a parent


Posted March 4, 2005

Emerson has been a wonderful school overall. My children have attended Emerson for four years. My only wish is that RUSD allowed for field trips. I feel that field trips enrich chilren's education and give them the opportunity to learn outside of the classroom.
—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

766

Change from
2012 to 2013

-35

API Statewide Rank
(2012)

5 / 10

API Similar Schools Rank (2012)

6 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

766

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

-35

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 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
(2012)

5 / 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)

6 / 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.

109 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
41%

2011

 
 
47%

2010

 
 
48%
Math

The state average for Math was 65% in 2013.

110 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
44%

2011

 
 
43%

2010

 
 
52%
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.

100 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
45%

2011

 
 
28%

2010

 
 
49%
Math

The state average for Math was 66% in 2013.

97 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
59%

2011

 
 
60%

2010

 
 
66%
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.

93 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
66%

2011

 
 
65%

2010

 
 
56%
Math

The state average for Math was 72% in 2013.

95 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
72%

2011

 
 
80%

2010

 
 
60%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

102 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
65%

2011

 
 
59%

2010

 
 
57%
Math

The state average for Math was 65% in 2013.

101 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
64%

2011

 
 
60%

2010

 
 
38%
Science

The state average for Science was 57% in 2013.

103 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
52%

2011

 
 
46%

2010

 
 
39%
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.

107 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
57%

2011

 
 
50%

2010

 
 
54%
Math

The state average for Math was 55% in 2013.

107 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
63%

2011

 
 
43%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: California Department of Education

English Language Arts

All Students35%
Females31%
Males38%
African American62%
Asiann/a
Filipinon/a
Hispanic or Latino23%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)50%
Economically disadvantaged29%
Non-economically disadvantaged64%
Students with disability5%
Students with no reported disability42%
English learner11%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate17%
Parent education - high school graduate35%
Parent education - some college (includes AA degree)42%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students40%
Females33%
Males46%
African American69%
Asiann/a
Filipinon/a
Hispanic or Latino30%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged36%
Non-economically disadvantaged64%
Students with disability5%
Students with no reported disability48%
English learner23%
Fluent-English proficient and English only50%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
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 Students33%
Females34%
Males32%
African American36%
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)62%
Economically disadvantaged30%
Non-economically disadvantaged53%
Students with disabilityn/a
Students with no reported disability35%
English learner22%
Fluent-English proficient and English only38%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate12%
Parent education - some college (includes AA degree)34%
Parent education - college graduate67%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females57%
Males57%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino52%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged53%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability58%
English learner41%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate21%
Parent education - high school graduate42%
Parent education - some college (includes AA degree)68%
Parent education - college graduate80%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students56%
Females52%
Males60%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantaged46%
Non-economically disadvantaged87%
Students with disabilityn/a
Students with no reported disability59%
English learner23%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate47%
Parent education - high school graduate30%
Parent education - some college (includes AA degree)50%
Parent education - college graduate93%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students74%
Females68%
Males80%
African American71%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged69%
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability76%
English learner69%
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate74%
Parent education - high school graduate62%
Parent education - some college (includes AA degree)60%
Parent education - college graduate100%
Parent education - graduate school/post graduate87%
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 Students53%
Females66%
Males40%
African American59%
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)64%
Economically disadvantaged50%
Non-economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability53%
English learner5%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate56%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)58%
Parent education - college graduate47%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students51%
Females56%
Males45%
African American50%
Asiann/a
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged49%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability52%
English learner35%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate57%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)54%
Parent education - college graduate60%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students43%
Females38%
Males47%
African American44%
Asiann/a
Filipinon/a
Hispanic or Latino38%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged38%
Non-economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability42%
English learner5%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate43%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)54%
Parent education - college graduate27%
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 Students63%
Females67%
Males60%
African American52%
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantaged61%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability64%
English learner0%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)75%
Parent education - college graduate75%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students69%
Females69%
Males69%
African American52%
Asiann/a
Filipinon/a
Hispanic or Latino72%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged70%
Non-economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability69%
English learner36%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate62%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)75%
Parent education - college graduate83%
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 State average
Hispanic 57% 52%
Black 17% 6%
White 14% 26%
Asian or Asian/Pacific Islander 5% 11%
Two or more races 5% 3%
American Indian/Alaska Native 1% 1%
Hawaiian Native/Pacific Islander 1% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 69%N/A54%
Source: NCES, 2010-2011

Teacher experience

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

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School basics

School Leader's name
  • Russ Bouton
Fax number
  • (951) 274-4221

Resources

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

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4660 Ottawa Avenue
Riverside, CA 92507
Phone: (951) 788-7462

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