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Teacher quality
Principal leadership
Parent involvement
This is an excellent school. We moved to the area at the beginning of the year and have two boys there, now in 4th and 1st grades. Diverse student body, in terms of ethnicity, income, and family structure; very active and social parent community (but not in an overbearing way); teachers who don't just dial it in, but pay attention and challenge the kids that need it while supporting the kids who are struggling. The principal is newish (was vice-principal last year), but seems to be doing a good job. She is visibly engaged around the school on a daily basis, open to suggestions, seems to have a good relationship with teachers and pupils alike. Some teachers are better than others, but you get that in any school. Even the not-so-great ones (one of my sons has one this year) are still fine. Good sports, music and arts programs (rescued through the fund-raising efforts of parents). There is a strong emphasis on academic standards, but an even stronger emphasis on developing the whole child, which I think is great. The kids there are confident but respectful. The best sign? I never hear "I don't want to go to school" in the mornings anymore. Go Grant Geckos!
—Submitted by a parent
Excellent school!!! My daughters Zoe and Zareya Fletcher love it. The teachers are very dedicated to making sure the kids learn and excel at their best. Thumbs up the the staff especially Principal Mr. Friedenberg, Vice Principal Ms.Compton, and fourth grade teachers Ms. Ripley, and Ms.Ware. A lot of good field trips during the school year to keep the kids learning and involved. Always constant communication between the teachers and parents. My daughters are looking forward to returning to Grant for the 5th grade.
—Submitted by a parent
Grant is the best-kept secret in Santa Monica, Great teachers, great principal, nice kids. My son with school issues has thrived here, with no additional help, when no private school could or was willing to meet his needs. He is flourishing and happy. We feel so lucky!
—Submitted by a parent
My son loves it here! No wonder, the campus is beautiful, the teachers are kind and the other children and their families are just wonderful. My son felt safe from the first day and he has so much fun, it is hard to get him off campus after school. But the best about Grant is the neighborhood aspect. All the families know each other from the local parks and many walk together to and from school. Everybody loves to help out, no matter if it is in the class room or with organizing play dates after school. The atmosphere in and around the school is warm and friendly. The education is great too. My son is learning so much in one day, it's hard to believe at times. We also adore the principle, Mr. Friedenberg, he is warm, kind, loves children and is a great leader.
—Submitted by a parent
excellent parent involvement, music and arts despite economy, teachers really care about the student learning process, great community.
—Submitted by a parent
We only had the chance to do preschool here before we moved out of state. But I always felt like the principal and teachers were awesome. Parents are very involved. Great school!
—Submitted by a parent
The Principal makes this school so special. I have never experienced a community that truly takes its lead from the Principal quite like this one does. Mr. Friedenberg is someone who clearly loves what he does. He combines the perfect amount of humor with a serious advocate position for the children and their learning. I have a middle-schooler who was well prepared for his transition and was encouraged to be a student at Grant. I also have a 3rd grader who loves her school and is achieving like crazy. I also love that the community is diverse. It isn't full of a bunch of rich kids. My kids are being well prepared for what the world really looks like out there.
—Submitted by a parent
It's true there is a lot of parent involvement and if you don't get along with a parent from one of these 'cliques' your son/daughter will be ostracized. Feels like high school all over again. Teacher's are great and this is why we stay here.
—Submitted by a parent
My kids couldn't be happier. It's a school that really cares about the success of each student, and they are supportive to the students families and their community as well.
—Submitted by a parent
It has a remarkable faculty who are suppoprtive,creative and scholastically excellent.
—Submitted by a parent
great principal; excellent, caring and stimulating teachers;involved parents; a real community school.
—Submitted by a parent
As a parent of a kindergartner finishing our first year at Grant, I have been impressed at almost every turn. Great school. Great kids.
—Submitted by a parent
We are proud to be Geckos. The building is quite old, but something about it is very special and positive, the light, maybe? the yard is huge and the children have lots of room to be free and play during recess. The teachers are excellent, and it shows on my children who absolutely love learning and have great progress in short amounts of time. Most of the teachers are very focused on litteracy and creative writting, and most of the children come out prepared and ready for middle school. My children never-ever- ask not to go to sschool or complain about their life at Grant. The parents are very involved, and volunteering during school hours or after ios strongly recommended, and in my opinion, such a privilege to make a difference in your kids education. I only have great things to say about it.
—Submitted by a parent
I am sad to leave Grant because it is by far the best elementary school: parent participation, fundraiser, great caring parents who run the PTA & Booster Club which give back to Grant 100%. The teachers are top of the line, the office staff & nurse are kind and helpful. The principal is superb and runs the school with his magic wand. Things happen for the kids at this school and this is what counts at the end of the day. Great music program, after school activities and the carnivals/fiesta are so much fun. This school encourages family activities and fun. The communication between parents and teachers are wonderful. The smart boards and COW (computers on wheels) were a great addition. I can go on forever with praise. I am proud my kids were Geckos. Ms. Hoffman, Ms. Takashima, Ms. Smith & Ms. Croft are among our personal favorites.
—Submitted by Rita Garcia, a parent
As a mother of a kindergartner, I can only say that I am thrilled with Grant. I researched schools and realized that we belonged to a bad school... The vice principal was very encouraging and supportive to go to the district office to push the issue to get him through the choice program. He got in! The principal is great, very visible and the kids love him. Our teacher Ms Chamel is very sweet with the kids and encourage parent involvement in the classroom. The class has fun with music, sport, art, ceramic, and dance. At the lunch break there are extra parents on the playground and a guy supervising soccer, a safe and fun environment.
—Submitted by Bettina, a parent
Grant is an excellent school! The amount of parental involvment and care is like no other school! The teachers are among the best, they care about your student and you. The office staff very nice and helpful. The PTA is constantly upgrading the school. Diversity is truly seen here, people from all backgrounds and races uniting for their kids. Great afterschool programs. I am a parent of two and I am on the PTA, we love this school. You would truly be luck to have your child go to Grant!
—Submitted by a parent
It is the level of parental involvement that really makes Grant a great school. There are lots of fabulous activities for the kids, and many exciting projects during the year. But the fundraising is consant and can get obnoxious.
—Submitted by a parent
Our son was in preschool at Grant in 2004-2005. He enjoyed it, and we found the facilities to be very good. The class was a lot of fun for the kids, although I wouldn't have minded seeing a little more structured time, and more reading of books would be welcome. However, both of those were present, and the teacher was very warm, welcoming, and good with the kids. I'd recommend Grant Preschool to other parents.
—Submitted by a parent
Overall, Grant Elementary is a great school and with caring teachers and an almost overwhelming variety of extra-curricular activities, although most after-school classes have a substantial fee to attend. My only concern is inadequate supervision on the big playground where different grade levels interact. There are some bullying issues of older students picking on Kindergarten or 1st graders, which the Principal refuses to address, citing a lack of funding for yard supervisors (currently they only have 2 people for 200 students, plus the occassional parent volunteer). The parents of the community are very involved and giving of their time and money, participating in fundraisers which is how Grant is able to provide a well-rounded curriculum despite the Governor's dismal budget cuts.
—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.
112 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
112 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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
100 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% 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
The state average for English Language Arts was 63% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
110 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
109 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 | 73% |
| Females | 76% |
| Males | 70% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 51% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 50% |
| All Students | 78% |
| Females | 74% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 50% |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 71% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 50% |
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 | 71% |
| Females | 78% |
| Males | 66% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 81% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| 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) | 48% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 58% |
| All Students | 84% |
| Females | 82% |
| Males | 85% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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 | 85% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 83% |
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 | 79% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | n/a |
| Fluent-English proficient and English only | 75% |
| Migrant education | n/a |
| Gifted and talented | 94% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 71% |
| All Students | 81% |
| Females | 83% |
| Males | 78% |
| 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) | 91% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 53% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | 87% |
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 | 81% |
| Females | 85% |
| Males | 75% |
| African American | 62% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 72% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 85% |
| All Students | 77% |
| Females | 75% |
| Males | 80% |
| African American | 62% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 78% |
| 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) | 67% |
| Parent education - college graduate | 55% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 89% |
| All Students | 84% |
| Females | 85% |
| Males | 81% |
| African American | 77% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| 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) | 72% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | 93% |
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
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 55% | 28% | ||
| Hispanic or Latino | 26% | 49% | ||
| African American | 7% | 7% | ||
| Asian | 5% | 8% | ||
| Multiple or No Response | 5% | 3% | ||
| Filipino | 1% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 8% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 28% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 73% | 85% | ||
| Japanese | 7% | 0% | ||
| All other non-English languages | 5% | 1% | ||
| Arabic | 5% | 1% | ||
| German | 2% | 0% | ||
| Hebrew | 2% | 0% | ||
| Hindi | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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2368 Pearl Street
Santa Monica,
CA 90405
Phone: (310) 450-7651
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