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Teacher quality
Principal leadership
Parent involvement
My son is almost finished with his Kindergarten year and it has been an Amazing year! Not only do I see how much my son has grown academically but socially as well. Its so encouraging to see how much his teacher, Mrs Amos, genuinely cares about him and all of her students! The program and curriculum challenges the kids and makes learning fun. They also have tremendous support from the parents and community. I have been more than happy with my son's first year in school!!
—Submitted by a parent
I have had 4 sons attend Gladstone Elementary School in San Dimas, and I have been extremely impressed by the quality education they have recieved. The instructional staff knows the state standards and makes sure makes sure the students are well prepared for each of the following grade levels. They approach each student as a human being deserving respect and compassion. There's no school like gladstone!
—Submitted by a parent
We have been part of the Gladstone family for the past years and we could not be happier with the teachers each of our children have had. Their overall school experience has been all that I ever wished for them.
—Submitted by a parent
A wonderful place where minds grow with the help and encouragement of an amazing group of teachers, parents, and local buisnesses.
—Submitted by a parent
Gladstone is a place where children learn and grow. The family atmosphere is warm and inviting. The principal and teachers are the best you'll find anywhere. We have been a part of the school for six years and couldn't be happier with our experiences or the academic results.
—Submitted by a parent
My grandson goes there. They do a lot of neat things with the kids. The campus is always well maintained.
—Submitted by a parent
I have a first grader and a third grader at Gladstone, and I love the school. The principal is very approachable as are the teachers. The school has a very involved parent base as well. Between the school and the PTA, every single classroom has Smart Board technology. It is amazing to see children in my son's first grade class using the SmartBoard with ease. Every class has a sound system as well. My kids will surpass me in the use of technology. I also need to comment on the reading programs offered. My son was struggling with his reading. He started with an additional program, which he does with an aide two days a week. He is now not only excited about his reading, but he is also less inhibited inhis writing. His growth, both acedemically and emotionally, has been great.
—Submitted by a parent
I have two children currently at Gladstone Elementary and I could not be happier with the principal, teachers and staff.
—Submitted by a parent
I love Gladstone. I have two children, one of whom has moved on to middle school. Gladstone provides such a quality education that my daughter has felt she has been more prepared than classmates who attended other schools. My children have both received strong emotional support from their teachers as well. Great leadership, devoted teachers, involved community . . . who could ask for more?
—Submitted by a parent
I feel sometimes they are way too picky in having a kid change color for silly little reasons, like they don't let the kids be kids, not even at recess time, my son sometimes wakes up at night talking in his sleep about 'staying green', I feel they're sort of a military school not elementary sometimes to be honest
—Submitted by a parent
I am so thankful for the help that this school has given my daughter. Ever since we started at this school, everyone has worked very hard to get my daughter the help and intervention that she needed. She was basic when she started at the school, and I am happy to report that she has scored advanced on all 3 of her trimester 2 benchmarks. She was so excited!
—Submitted by a parent
This school is amazing! My son's teacher is in constant contact with me. I am never in the dark about how my child is performing. It is nice to know that my child's best interest is at heart! Way to go Griffins!
—Submitted by a parent
I love going to work in the morning. I appreciate the way that the teachers work as a team across the grade levels to make sure that the students have the best education and experience possible. I love that our principal is always there for us. I love that the parents are always working to find the funds for what we need. I feel grateful to work at such an amazing school.
—Submitted by a parent
My daughter and son both attend Gladstone. Over the past 4 years Gladstone has continued to exceed our expectations as parents. The staff at Gladstone continually shows how much they care about the students. Our school has the most technology in every classroom of any school in the district. The PTA and the school administration work well together to improve the education experiences of our children. We are proud of the Gladstone family. Go Griffins!
—Submitted by a parent
Gladstone is going green! The staff corresponds with parents and students primarily through e-mail to reduce paper waste. They also have a 'Griffins Go Green' club, and their mission statement says, 'Our goal is to expand the GREEN CULTURE across Gladstone and it's community! We are committed to the 3R's, REDUCE-REUSE-RECYCLE' They have Recycle days at school, and this year, they're planting more trees on campus and growing a vegetable garden. I am proud to have my child attend Gladstone.
—Submitted by a parent
My son's kindergarten experience at Gladstone was excellent. The teachers plan as a team and have great classroom management. I hope his first grade year will be just as happy.
—Submitted by a parent
Overall this has been an excetional school ranking higher than any private schools I looked into in all areas. The kindergarten program is way above any in the area in both academics and development. They are creative and unique in their approach and it works. The transition to first grade program needs a little work on parent-teacher-student communication, maybe a pre-start of school meeting is needed to get things started more smoothly. Also the school needs to have more after school enrichment programs (arts, science, activities). Other than that the quality of teachers, parents, the best PTA around and a very strong personable principal that makes her self available anytime to parents and students is what puts Gladstone School at the top of the BUSD.
—Submitted by a parent
Gladstone is an amazing school. I am extremely happy with the teachers and the Principal. My children always speak highly of their teachers and other staff. The report cards are proof that someone is doing something right!
—Submitted by a parent
I have found the teachers, staff, principal, and the parent involvement on this campus to be superb.
—Submitted by a parent
My son went there for only short period of time. I am a professional parent and extremely disappointed in the management of discipline. The staff and administration have an obvious lack of knowledge and interest in the understanding the difference between a child with a true discipline issue and a child that may have a need, such as ADHD. Once I placed my son in another school, the teacher immediately recognized a need for further assessment and now my child has the help he needed instead of multiple trips to the principals office. This school needs to be more proactive.
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
89 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
73 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
82 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 68% |
| Females | 88% |
| Males | 54% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 55% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 83% |
| Students with disability | 33% |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 75% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | n/a |
| All Students | 74% |
| Females | 84% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 89% |
| Students with disability | 33% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 65% |
| Females | 67% |
| Males | 65% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 63% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 68% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 66% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 57% |
| Parent education - college graduate | 59% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 92% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 91% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 98% |
| Males | 82% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 88% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 98% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 89% |
| Females | 85% |
| Males | 92% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 94% |
| Males | 95% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 93% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 90% |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 84% |
| Males | 89% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 92% |
| Students with disability | 36% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 41% | 28% | ||
| Hispanic or Latino | 26% | 49% | ||
| Multiple or No Response | 21% | 3% | ||
| Asian | 9% | 8% | ||
| Filipino | 2% | 3% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 9% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 21% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 39% | 85% | ||
| Vietnamese | 21% | 2% | ||
| Arabic | 12% | 1% | ||
| Armenian | 9% | 1% | ||
| Mandarin (Putonghua) | 9% | 1% | ||
| Cantonese | 3% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Korean | 3% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1314 West Gladstone
San Dimas,
CA 91773
Website: Click here
Phone: (909) 971-8204
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