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Teacher quality
Principal leadership
Parent involvement
Coming from a school that parents have little involvement in their childrens' education to Marengo is simply a blessing. It is evident that the children here are successful because the parents care about their success. Also, the principal is very involved, she even started a book club to help parents improve their relationship with their children. If every school in the US had as much parent involvement as they do here there would be no need for private schools.
—Submitted by a parent
My child attends the pre K program and it has been a great experience. Caring teachers that want your child to succeed.
—Submitted by a parent
Best for your kid. Nuf said. Teachers care. Kids get attention. You will be surprised by the progress your kid will make. Public school that would beat most private ones. Very-very recommended.
—Submitted by a parent
Marengo has a beautiful campus, caring parents that help in most all classrooms each day and a caring, sensitive and devoted staff and teachers that help each child to fulfill their educational dreams.
—Submitted by a parent
Great diversity of bright, and energetic kids; supported by interested and interesting parents and the progressive community of South Pas
—Submitted by a parent
The parents at the school are very involved. The Current principal was a teacher for years and is doing a great job because she really knows kids, and her experience as a educator is helping her work with the teaching staff equally well. The fiscal cuts from the past few years have been elegantly dealt with and both the administration and the PTA have filled in many blanks left by the cuts. The children genuinely like going to school and have fun.
—Submitted by a parent
Perfect combination of small-town warmth and big-city forwardness! And everyone there loves the children!
—Submitted by a parent
School gardens, excellent children's musical instrument instruction, dedicated & caring teachers, motivated parents, small town feel but big city opportunities and outlook.
—Submitted by a parent
Outstanding school and faculty! Marengo is a joy to be a part of.
—Submitted by a parent
The Principal has done an outstanding job with the PTA and SPEF and with the teachers and all other collaborators. We are really happy that our son can have the opportunity to learn in this school. We couldn't have done a better choice.
—Submitted by a parent
We transferred our kindergartener mid year from a private school to Marengo and could not be happier. We selected the private school because our son is highly gifted and somewhat sensitive, and we believed that a smaller school would be more socially manageable and able to adapt curriculum more easily than a larger, public school. We could not have been more wrong. Within the first week, the K teachers were contacting me with comments about his abilities and suggestions on how to adapt the homework to his level. This never happened even once after over 6 months at the private school. The students in the class are so nice, there are so many extra events and activities that make the school fun. Our son routinely asks me why I didn't change his school earlier, like 'on day 2'!. The district office & school however, seem to lack clarity on enrollment procedures.
—Submitted by a parent
This year Marengo got a new Principal that seems to be much better than the last, so that is encouraging! My son is in the 1st grade and has an outstanding teacher which makes all the difference in the world. He now loves school which is so nice to see.
—Submitted by a parent
I loved the fourth grade team-teaching. Each teacher is an expert on their subject and really good with each child.
—Submitted by a parent
The school was great until forth grade where there are multiple teachers who refer to the students by number. My daugher is scared to speak up in class and the warmth and individual attention the kids used to get is now gone. The new principal has not earned the support of the teachers or parents. The prior principal did an outstanding job.
—Submitted by a parent
I have a fifth grader and a third grader, both of whom were late readers and one of whom has special needs. My experience is that Marengo excels at helping lower grade students get the help they need. When my younger daughter had a hard time learning to read she was invited to join reading lab. By the end of the year she was reading at grade level. That kind of attention to underperforming students is what makes Marengo wonderful. The upper grades are iffier, in most parts because the classes are so much bigger and quiet, struggling kids sometimes get left behind. Most of the teachers are outstanding and kind. Staff is sometimes mean and unhelpful to students and parents. The principal, who is fairly new, lacks strong leadership skills, but the school seems to be doing well anyway.
—Submitted by a parent
Both my children have gone to ANLC since they were 5 years old. ANLC is a school where the children come first. Each child is encouraged to do their personal best without being labeled as the smart or dumb kids. The teachers are highly skilled and work hard to bring out the best in each child. The principal is kind and knows each child by name. She is a great example of a leader and I will miss seeing her everyday as my daughter graduates this year. Thank you ANLC for bringing out the best in my children and giving them the encouragement and confidence they need to go out into the world!
—Submitted by a parent
We really like Marengo. The teachers are really dedicated and know the students. There are a lot of parent volunteers and an active pta. The 3 local elementary schools share a music teacher and pe teacher so my kindergartner has music once a week. He is actually learning to read music. I was impressed. Since its kindergarten there is a lot of art in the class but schoolwide they have quarterly art projects that are led by parent volunteers. I believe he has pe twice a week. There are usually 2 teachers in the class so I think the students get a lot of individual attention. There were a couple of safety involved incidents at the school like a non parent coming onto the campus but the school addressed it immediately to ensure the safety of the students. I am happy that they act on things promptly and keep parents notified.
—Submitted by a parent
This is truly a wonderful school. We had a little rocky start in Kindergarten but my son just loves his 1st grade teacher. All the teachers are very involved. Great PTA. Lots of amazing programs with art and music run through the PTA. Huge parental involvement also. Highly recommend this school.
—Submitted by a parent
School needs to focus more on writing. My daughter is in 5th grade and can barely write a grammatical correct report. Good level of parent involvement. Needs more art and music.
—Submitted by a parent
This is a school where the teachers could care less and student behavior is totally unregulated--in other words, a shcool for the kids who get kicked out of private schools. A complete disappointment, an academic joke, what a mistake.
—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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
119 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.
97 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
98 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.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
105 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.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
136 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
136 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 | 93% |
| Females | 92% |
| Males | 93% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 86% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 86% |
| Fluent-English proficient and English only | 94% |
| 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 | 89% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 96% |
| Males | 96% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 97% |
| English learner | 100% |
| Fluent-English proficient and English only | 95% |
| 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 | 95% |
| Parent education - graduate school/post graduate | 99% |
| 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 | 81% |
| Females | 77% |
| Males | 85% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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 | 81% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 91% |
| Males | 100% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 95% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 98% |
| 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 | 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) | 82% |
| Parent education - college graduate | 94% |
| 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 | 88% |
| Females | 94% |
| Males | 82% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 74% |
| 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 | 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) | 71% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 88% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| 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) | 79% |
| Parent education - college graduate | 84% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 94% |
| Females | 94% |
| Males | 94% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 98% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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) | 94% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 97% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 87% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 65% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 69% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 89% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| 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) | 81% |
| Parent education - college graduate | 98% |
| Parent education - graduate school/post graduate | 97% |
| 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 - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 38% | 28% | ||
| Asian | 34% | 8% | ||
| Multiple or No Response | 15% | 3% | ||
| Hispanic or Latino | 11% | 49% | ||
| African American | 1% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 7% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 45% | 1% | ||
| Mandarin (Putonghua) | 23% | 1% | ||
| Cantonese | 11% | 2% | ||
| Spanish | 9% | 85% | ||
| Japanese | 8% | 0% | ||
| All other non-English languages | 2% | 1% | ||
| Indonesian | 2% | 0% | ||
| Russian | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 20 | 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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1400 Marengo Avenue
South Pasadena,
CA 91030
Website: Click here
Phone: (626) 441-5850
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