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GreatSchools Rating

Tomas Rivera Elementary School

Public | K-6 | 669 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 5 ratings
2012:
No new ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted September 4, 2014

I dropped my daughter on for kindergarden. She said she was cold and wanted her blanket so I ran back to the car and when I tried to enter the campus the "new" principle told me that they do not allow parents on campus if not needed and that he would take the blanket to my daughter instead. I said ok, but when I picked my daughter up she asked why I didn't bring her the blanket back cause she was freezing all day. I told her the principle said he was going to. I guess he DID not and decided to throw her blanket in the LOST AND FOUND instead. My first impression of this "principle" and I'm not liking what I'm seeing. He's lucky he was "busy" or I would have gave him a piece of my mind right then and there. Totally uncalled for. Not a good way to impress the parents.
—Submitted by a parent


Posted February 23, 2014

They finally got rid of her, but they should have taken the secretary with her too.. The problem I have with this school starts with the principle secretary (who thinks ) she runs the school...she should go to schools and be a principle if she wants... But until then she is just a poser..,
—Submitted by a parent


Posted January 14, 2014

This school is awesome. My daughter transferred here mid-way through 1st grade last year (from a MoVal school) and the quality of teaching was so obviously better and the curriculum so much more advanced and challenging. She went from being a basic student in MoVal to being top of her class this year (helps tremendously that Mr. Hein is an awesome teacher!). My son started here in Kindergarten and I LOVE the fact that they have full-day kinder, not half day. I volunteer once a week in the K class (so parents CAN volunteer, unlike a previous review) and it's awesome to see how Ms. Caudill is patient and effective with her students. Great school, great staff, awesome school!
—Submitted by a parent


Posted November 14, 2013

Mrs. Coe is grrrreat! The changes in my child is night and day. The projects, are fun and we all enjoy them. Finally a school that challenges the students. I've never seen my child so excited to learn. And is nothing like the other school was trying to portray. I say actions speak louder then words.
—Submitted by a parent


Posted September 3, 2013

This is a horrible school since the new principle arrived a few years ago, test scores are down and parents can't volunteer anymore.
—Submitted by a teacher


Posted August 29, 2013

I think that since I don't have a lot of time invested yet, I can provide a fairly unbiased review. However, my son is a GATE student, so his experience may not translate well to other families that do not have GATE students. He also, and has always, loved school. He began attending Rivera last year after Spring Break. He was excited every day. His teacher was also very enthusiastic. And even though he was new, his teacher recognized him for all of his achievements as if he were there all year. Administrative staff was better than average and always positive and responsive. This year, with only a few days in, I think that I'll need to be present as much as possible to assure his current teacher does not abuse the power of emotional motivators, but it seems that his academic progress is noted and being tended to. Teachers are human. If you hear or notice something you do not understand or like, you must engage immediately. That demonstrates your investment in your child and lays a foundation early on. Whether a teacher is likeable or not, my son loves it when I am involved and it shows in his actions. If the parent doesn't show up, sometimes the child doesn't either.
—Submitted by a parent


Posted June 11, 2013

If it was possible to give a negative rating, I would. Your civil rights will be violated at this school. The principal is a disgrace to the education system. She should be ashamed of herself.
—Submitted by a parent


Posted February 3, 2013

I really like this school. I have 3 children that attend. 2 of my children transfered from other schools, and I see a big difference in the issue on being bullied. They don't tolerate it, and they keep a close eye on any potential problems. I feel like the teachers are most definitely willing to have good communication with parents. My son struggles with math, and the last 2 school years, the teachers allow students to come in during lunch for additional help. Some will even let them come before class in the morning for additional help. I have a kindergartener at this school who is in special education for autism. Again, the special education staff is ready, willing and able to put in their very best. They are very compassionate, patient and understanding, not to mention qualified to handle a wide range of special education needs. They have made miracles happen with my daughter. The principal is amazing. A great communicater and leader. Great school all around. I highly recommend this school.
—Submitted by a parent


Posted April 30, 2009

The principal here really cares about her students. There are a few great teachers and a few not so great. It seems hit and miss as my children have gone through this school. The special education department is lacking and inadequate. They also make the special education students go to another school for 5th and 6th grade, even if they are only in SDC. I would recommend this school for the child who is not in special education and needing resource. It helps if you are a stay at home mom and are able to be on campus a lot. All the parents are great, very involved and the children are wonderful!!! My children have made wonderful friends at this school.
—Submitted by a parent


Posted June 2, 2008

It's a curriculum driven school. I have noticed that some teachers expect the parents to do everything, including teach the class. My child has had two teachers that do nothing but sit behind a computer and hand out assignments, and then say 'here ya go.'
—Submitted by a parent


Posted January 31, 2008

Wonderful parent/ teacher involvement with the students. Children are happy, academics and activities are great!
—Submitted by a parent


Posted January 10, 2008

This is our 3rd year at Rivera and we can't say enough about the school. Each day both of our daughters look forward to going to school! The teachers truly care about teaching and about each child's personal growth. Parent participation is excellent. School activities are in abundance. We highly recommend Rivera...excellent school.
—Submitted by a parent


Posted January 10, 2008

I have two children in this school. We have had WONDERFUL teachers (Mrs. Hollenhorst and Mrs. Aznar). We have always kept homeschooling as an option since you hear horror stories about schools, but we decided to try one year at a time. We really love this school... so far. Principal is very strict and expects the best from staff and students!
—Submitted by a parent


Posted July 14, 2007

Great School all around. Special Ed. department is fantastic. Parent involvement is unreal, Volunteers actually have to be turned away because there are so many. Academic success is stressed greatly by principal and her staff. My kids are at a wonderful school!
—Submitted by a parent


Posted May 13, 2006

I have enjoyed my child's educational experience at Rivera. She has had excellent teachers. Parents are very involved in this school.
—Submitted by a parent


Posted April 29, 2006

Rivera is a good school which focuses on achieving goals. Students are encouraged to stretch beyond their comfort zones and really challenge themselves and to tax their brains. Parents are encouraged to help around the school and to really take a hands on approach in their children's education. Extracurricular activities, such as field trips and science camps are important parts of students enrichment. There are some teachers that go beyond the teaching of reading and writing and really spend time with their students to develop a strong sense of self that give children the power to grow. This school is the main reason that I turned down a great job - I did not want to have to move my children away from Rivera.
—Submitted by a parent


Posted April 6, 2006

This is a great school gifted with excellent teachers. The API score keep improving year after year.
—Submitted by a parent


Posted March 8, 2006

This school provides an excellent environment for learning. The staff members strive for professionalism and their main concern is honestly how well each student is learning. A very well put together school that works together as a team to make both parents and child happy
—Submitted by a staff


Posted July 8, 2005

My daughter just finished Kindergarten and I was amazed at the level of academics taught in her classroom. She had an excellent teacher that promoted growth to potential in all the children. My daughter finished Kinder reading and writing and she is only 5 years old. I credit her progress to the excellent education received in combination with parental guidance.
—Submitted by a parent


Posted March 8, 2004

This is an outstanding school. All the teachers/administrators I have had the pleasure to meet were nothing less than outstanding. My daughters currently attend and have nothing but positive things to say about Rivera. Keep up the good work, and my wife, daughter and I thank each and everyone of you.
—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

873

Change from
2012 to 2013

-15

API Statewide Rank
(2012)

8 / 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 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

873

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

-15

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)

8 / 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.

81 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
74%

2011

 
 
60%

2010

 
 
74%
Math

The state average for Math was 65% in 2013.

81 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
76%

2011

 
 
68%

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.

103 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
74%

2011

 
 
66%

2010

 
 
71%
Math

The state average for Math was 66% in 2013.

103 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
89%

2011

 
 
80%

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 65% in 2013.

102 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
84%

2011

 
 
85%

2010

 
 
83%
Math

The state average for Math was 72% in 2013.

102 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
89%

2011

 
 
87%

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.

93 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
80%

2011

 
 
69%

2010

 
 
66%
Math

The state average for Math was 65% in 2013.

96 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
74%

2011

 
 
61%

2010

 
 
62%
Science

The state average for Science was 57% in 2013.

93 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
73%

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 60% in 2013.

107 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
68%

2011

 
 
67%

2010

 
 
73%
Math

The state average for Math was 55% in 2013.

107 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
63%

2011

 
 
57%

2010

 
 
72%
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 Students63%
Females74%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged52%
Not economically disadvantaged69%
Students with disability21%
Students with no reported disability72%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)62%
Parent education - college graduate59%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students75%
Females74%
Males77%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged55%
Not economically disadvantaged87%
Students with disability43%
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only78%
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)69%
Parent education - college graduate73%
Parent education - graduate school/post graduate90%
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 Students62%
Females57%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged50%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability64%
English learnern/a
Fluent-English proficient and English only63%
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 graduate70%
Parent education - graduate school/post graduate68%
Parent education - declined to staten/a

Math

All Students79%
Females72%
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged67%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
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)78%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
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 Students79%
Females78%
Males79%
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 disadvantaged69%
Not economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)81%
Parent education - college graduate69%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students88%
Females85%
Males89%
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)89%
Economically disadvantaged86%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only89%
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)81%
Parent education - college graduate86%
Parent education - graduate school/post graduate96%
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 Students76%
Females90%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged78%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented95%
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 graduate80%
Parent education - graduate school/post graduate87%
Parent education - declined to staten/a

Math

All Students78%
Females85%
Males73%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)72%
Economically disadvantaged70%
Not economically disadvantaged82%
Students with disability64%
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only80%
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)73%
Parent education - college graduate81%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Science

All Students76%
Females71%
Males80%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino73%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)73%
Economically disadvantaged67%
Not economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented95%
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 graduate87%
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 Students74%
Females79%
Males64%
African American64%
Asiann/a
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged69%
Not economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability74%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduaten/a
Parent education - high school graduate57%
Parent education - some college (includes AA degree)69%
Parent education - college graduate80%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students66%
Females73%
Males54%
African American43%
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)73%
Economically disadvantaged54%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented82%
Parent education - not a high school graduaten/a
Parent education - high school graduate43%
Parent education - some college (includes AA degree)55%
Parent education - college graduate78%
Parent education - graduate school/post graduate75%
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
White 42%
Hispanic 38%
Two or more races 6%
Asian 5%
Black 5%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 37%N/AN/A
English language learners 6%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

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

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • JoLynn Loomis
Fax number
  • (951) 328-7480

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Individually guided instruction

Resources

School facilities
  • Computer lab
School leaders can update this information here.

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20440 Red Poppy Lane
Riverside, CA 92508
Phone: (951) 697-5757

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