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Teacher quality
Principal leadership
Parent involvement
I agree with the other reviewer that the playground and structures need a lot of improvement. The comment about A/C is also appropriate. Having seen a few other school in this area, though, this one looks on the better side. May be because of funding issues or whatever, many schools look like dump-yards now a days. Poor public infrastructure and maintenance seems common in a lot of cities in south bay. Still I have given the school 4 stars, why? Because my son goes there and loves it. His teacher is nice. API scores are good. Kids are well behaved and there is no bullying that I know of. There are quite a few extra-curricular programs. I wish it were better but given other schools in the area, I am quite happy with what we have.
—Submitted by a parent
I am surprised someone said the classrooms and playground are not dilapidated. Maybe it is not dilapidated from the standards in some very poor countries. I am also surprised that someone said that there was a cafeteria for all students. I went there many times during lunch time and every single time the students were eating outside. Just ask any one of the kids and you will know the answers. I know my facts before I go on this forum. I would just recommend that we turn off the air conditioning in the administrators' office for a day, would they be dying to restore the air conditioning in the office RIGHT AWAY? Then why only the kids have NO AIR CONDITIONING IN THEIR CLASSROOMS??????
—Submitted by a parent
The school was remodeled only a few years ago, the classrooms are clean and not dilapidated. Our Cafeteria is for all Kinder through 5th, and holds all our assemblies nicely! The Teachers and staff are caring and wonderful instructors. All you have to do is look at the schools API to see how well the school is instructing our children. I believe the bad rating is from someone who has never been to our school. Not sure where they are getting their information for all their wrong information!
—Submitted by a parent
This school is like a trailer park. Every structure is dilapidated. No air conditioning in any classroom. But the air conditioning in the administrators' office is running even on weekends (based on my and several other parents' observations). No cafeteria for students from first grade to the fifth grade. That means: almost all students have to sit outside beside the playground, shivering in winter and spring and being scorched in summer and the fall. If you expect the administrators there to guard the best interests of the students, perish your thoughts. Getting the very basics, such as air conditioning and cafeteria, is like luxury for all Laurelwood students. Comfort is only for the administrators. I won't be surprised to see some students get heat strokes. I am more concerned about tree branches falling on the kids when they are eating lunches under the big trees. Don't expect anything from the administrators. Nothing will be done to protect the interests of the students.
—Submitted by a parent
We have 5 children, 4 of which have either been through Laurelwood or are still enrolled. We have seen quite a few changes in the school over the last 8 years, since our first child attended. He is now a junior in high school. Needless to say, I know a little about Laurelwood. While it is only my opinion, I try to be objective and fair. The teaching has been phenomenal, the office staff is consistent, thorough, firm and yet caring (Patti and Philomena are the best). The teachers very are caring for each student. Yes, we have had to resolve some issues over the years, as no school is perfect, but communication with the staff is key. Everything has always worked out, with the best being for the kids...as it should always be. I have 2 children (1st and 5th) that are currently at Laurelwood and completely trust the staff with the well being of my most prized possession...my children. They are balanced and independent, yet respectful (for the most part :-)). Parental participation, while not required, is key to the our children's success. That being said, this school has a lot of parents that are more than happy to be a part of this great school. My youngest child will be going there.
—Submitted by a parent
I Just finished 5th grade at Laurelwood, and I love the school! I have been to other schools, but this one is the best. some of the teachers do not give much homework, but a lot of them do and its fun! they have fun events, award ceramonies where every student gets admired! overall I loved my 3 years at Laurelwood! It is the best school ever, no matter what others say!!!
A great school with challenging academic programs and balance in other areas. Though class capacity has increased this year from 20-32/34 (in some cases) it will be hard for teacher to focus on kids. Parents involvement is needed to make this a successful year. Teachers are hard-working and friendly with kids and parents.
—Submitted by a parent
A great school. Laurelwood is strong academically but also allows kids to be kids. In order to have a great experience for your family, I recommend parents become involved in the classroom and/or at the many extracurricular activities offered through the PTA. When kids know you care about their school, they care, too. Plus nothing beats that beaming face when a child sees mom or dad contributing to this wonderful school. I have found the principal to be supportive, encouraging and willing to listen to my concerns.
—Submitted by a parent
Highly over-rated. Unless your child is middle of the road you will be forgotten at this school. They are dishonest and will do everything in their power to stall until you finally give up and go away. No the school to go to if your child has any type of special learning needs.
—Submitted by a parent
Most teachers are great. Office staff is dated and unflexible. Academics are sufficient. Facilities and neighborhood are very good. PTA is very active and involved. Extracurricular activities are very lacking!!!
—Submitted by a parent
Great school and great teachers. Teachers encourage the kids and make studies so much fun. My daughters love to go to shcool
—Submitted by a parent
Great school. Academics are great and extracurricular activities are okay. There are after school clubs and chess. There is a chorus, music lessons, theater, and some sports. I'd like to see more sports, but everything is okay. My kids transferred into Laurelwood from a different district school and we are very happy with this school!
—Submitted by a parent
Builds Confidence in Students. Students are more interactive and have decision making capabilities. PTA program is doing a very good Job and also inspires new members to be very active too
—Submitted by a parent
Laurelwood provides its students with a strong academic program in addition to a rich co-curricular program that offers enrichment opportunities in athletics, music, theatre, student government, etc. The classroom environment is challenging without being overwhelming. Teachers have high standards for behavior and academic performance, and for the most part, the students comply. The school community is diverse yet close-knit and the parents are known for their high levels of volunteerism both in the classroom and at numerous PTA-sponsored activities. The teachers, staff and administration are warm and caring toward the children and welcoming toward the parents. The school is located in a safe, residential community.
—Submitted by a parent
Laurelwood is a wonderful school community. It's teachers are given excellent professional development and parents here are a very active part of the school environment.
—Submitted by a teacher
Very impressed with the positive,energetic attitude of the faculty. Parental involvement seems very high. But did the contruction have to start in the middle of the school year?
—Submitted by a parent
This is a good school, but take your time to get into the 'network' of parents/teachers...this is strong here and all the important information is in this network. STrong parent participation here.
—Submitted by a parent
Laurelwood has a strong writing program. The staff is welcoming of parent involvement, and the PTA is very strong. Additionally, there are many programs offered at the school that include the involvment of the students such as conflict managers, safety patrol. Ability to support academically marginalized students across the board depends on current teacher.
—Submitted by a parent
Reasonable amount of homework--not sure if that is a good thing or not--days when students don't seem to get any homework--homework is done in class--very short instruction time. Very full classes--33 is normal for grade 4 or 5. More individual attention and feedback would be good. Few afterschool activities.
—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.
111 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
111 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.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
96 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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
94 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
80 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 | 84% |
| Females | 88% |
| Males | 80% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 88% |
| Fluent-English proficient and English only | 80% |
| 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) | n/a |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 88% |
| Males | 85% |
| African American | n/a |
| Asian | 95% |
| 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) | 79% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 88% |
| Fluent-English proficient and English only | 84% |
| 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) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 93% |
| 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 | 75% |
| Females | 83% |
| Males | 65% |
| African American | n/a |
| Asian | 70% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 44% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 58% |
| Fluent-English proficient and English only | 87% |
| 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) | 55% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 82% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 88% |
| Males | 86% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | 85% |
| Fluent-English proficient and English only | 92% |
| 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) | 73% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 83% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 83% |
| Fluent-English proficient and English only | 93% |
| 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) | n/a |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 88% |
| Males | 83% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 75% |
| Fluent-English proficient and English only | 88% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 85% |
| Females | 76% |
| Males | 93% |
| African American | n/a |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | 47% |
| Fluent-English proficient and English only | 97% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 76% |
| Males | 90% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 68% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 64% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 88% |
| Females | 82% |
| Males | 93% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | 68% |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 89% |
| 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
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 no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Asian | 42% | 8% | ||
| White | 34% | 28% | ||
| Multiple or No Response | 11% | 3% | ||
| Hispanic or Latino | 10% | 49% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 43% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 11% | N/A | 52% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 8 | N/A | 11 |
| Average years teaching | 10 | 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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