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Teacher quality
Principal leadership
Parent involvement
My two children attend Monterey Hills and are, for the most part, pretty happy. I do however, have two complaints about this school. The first issue for me are some of the Kindergarten teachers. I have personally witnessed a couple of them being rather harsh with the students in their care. The manner in which I have seen and heard them speak to the students is pretty mean-spirited and they just don't convey happiness. I don't know why that is. They seem unhappy and/or overwhelmed at times and it's pretty obvious that perhaps they do not enjoy their job as much as you would hope. Also, the office personnel are not very friendly or particularly helpful. They just don't go that extra step to be helpful in a nice way. I plan on speaking with the Principal of the school soon so bring my observances to her attention.
—Submitted by a parent
There are some great teachers at MHS, and there are teachers that think they are great and are are just very average. Those teachers are lucky the parents take time to work with their children to establish a good base. Your child can get a great education at MHS, but you must be involved and don't be afraid to ask questions about your child.
—Submitted by a parent
Great teachers and staff that have genuine interest and pride in the school.
—Submitted by a parent
Monterey Hills deserves a 10, not a 9. They're teachers genuinely love to teach and the neighborhood is very safe and upscale. My kids developed strong study habits here are a young age.
—Submitted by a parent
Our home school was supposed to be Marengo but due to overflow my daughter was place in MHS instead. A week after school started in kindergarten Marengo called me that they had 1 spot for my daughter, I turned it down, for so many reasons. She had a great K teacher who she loves until end of school. The MHS area is more residential compared to Marengo its more exposed to businesses area in SP. MHS has a very active PTA. Great Principal, very involved and active. My daughter is reading now and do some math as well. Now my daughter is starting 1st grade this Sept 1st and she is very excited to meet her new teacher. im very confident that her 1st grade teacher is as competent and intellectual as her K teacher. We dont want to anywhere else than MHS. Salute to the teachers and staff of MHS.
—Submitted by a parent
My son has attended Monterey Hills since Kinder and is in third grade now. From the very first day, the school has provided an environment that combines strong academic programs with enrichment activities. Hands on school principal and caring teachers. Great playard with lots of shade and green.
—Submitted by a parent
Our home school should have been Arroyo Vista but our son was sent to Monterey Hills due to overflow issues at Arroyo. My husband and I were excited to see the enthusiasm from the staff at Monterey Hills and felt comfortable knowing that our son was going to receive a good start for kindergarten. We just received our acceptance letter from Monterey Hills indicating that he can stay until the 5th grade. Monterey Hills is an incredible school with a wonderful staff of professionals! Wouldn't want to be anywhere else!
—Submitted by a parent
Two of my children attend MHE. It is a wonderful school. The teachers are excellent. The academics are strong. The school is a very safe site. My children simply love their school
—Submitted by a parent
My daughter is half way through kindergarten and has learned to read and is doing simple adding and subtracting already. She gets interesting and fun assignments and is always excited to go to school. Parents are very involved as well - there is a parent volunteer at least 3 days a week in the class. The principal is great - very accessible and interested in making the school a good environment for all kids.
—Submitted by a parent
I absoultely love this school. My daughter is a third grader this year, and every morning she is willing and eager to attend school. The parent participation, and teacher dedication makes this school very special.
—Submitted by a parent
My son is in Kindergarten and we have had a wonderful experience. The teachers are terrific, the community involvement is superb. Although I can only review Kindergarten, academically my son is enjoying his experience, it is challenging, stimulating and fun.
—Submitted by a parent
Monterey Hills in anchored by very experienced teachers who know a good thing when they see it. The kids are nice mostly coming from upper-middle & upper-income, professional families based in the hills. All in all, very nice kids from nice families being taught by established teachers in a very safe environment.
—Submitted by a parent
Beautiful Campus and the smaller of the three elementary schools in South Pasadena.
—Submitted by a parent
This school has a homework policy that sets limits on the number of minutes students should spend on homework on the average four nights per week. Many parents elect to send their child(ren)to tutoring after school because they may not have the time or command of English to assist. Many daycare providers have time periods for students to complete homework, but do not provide assistance when needed. This school provides after school assistance in reading and math for students not meeting grade level proficiency. These students may get extra help because they are second language learners, or they may be weak in specific concepts or skills necessary to meet District standards. Their are also creative and enriching experiences all teachers provide during the school day. Students are given a balance of solid math and language arts instruction as well as drama, music and visual arts programs.
—Submitted by a teacher
About 80% of the parents enroll their child in additional private tutoring at this school. I have discovered that if you have an average child you must enroll your child in some form of outside tutoring to keep up in the classsroom. NO sense of community involvement or cohesive & FUN learning going on environment. It is just a job for most teachers there.
—Submitted by a parent
Monterey Hills is a wonderful school. My child has learned so much. Teachers, staff, and administrators all work as a team to ensure children are succeeding in school which is wonderful.
—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.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
101 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.
118 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
121 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.
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
The state average for English Language Arts was 63% in 2012.
85 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% 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
| All Students | 89% |
| Females | 93% |
| Males | 86% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 92% |
| Students with disability | 45% |
| Students with no reported disability | 96% |
| 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 | 80% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 95% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | 75% |
| Non-economically disadvantaged | 96% |
| Students with disability | 55% |
| Students with no reported disability | 99% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| 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 | 87% |
| Parent education - graduate school/post graduate | 98% |
| 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 | 77% |
| Females | 74% |
| Males | 80% |
| African American | n/a |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 61% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 43% |
| 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) | 54% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 93% |
| Males | 84% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | 75% |
| Students with no reported disability | 90% |
| English learner | 79% |
| Fluent-English proficient and English only | 90% |
| 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) | 50% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 88% |
| Males | 98% |
| African American | n/a |
| Asian | 98% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| 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) | 92% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 90% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 69% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 92% |
| Females | 92% |
| Males | 91% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| 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) | n/a |
| Parent education - college graduate | 94% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 80% |
| Males | 91% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 77% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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 | 89% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 90% |
| Males | 89% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 54% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| 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) | n/a |
| Parent education - college graduate | 87% |
| Parent education - graduate school/post graduate | 95% |
| 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
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 | ||
|---|---|---|---|---|
| Asian | 38% | 8% | ||
| White | 25% | 28% | ||
| Multiple or No Response | 17% | 3% | ||
| Hispanic or Latino | 15% | 49% | ||
| African American | 3% | 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 | 10% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 7% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 27% | 1% | ||
| Mandarin (Putonghua) | 18% | 1% | ||
| Spanish | 18% | 85% | ||
| Cantonese | 16% | 2% | ||
| Japanese | 11% | 0% | ||
| Farsi (Persian) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Gujarati | 2% | 0% | ||
| Hindi | 2% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 20 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Foreign languages spoken by school staff |
Chinese (Cantonese) German Korean Chinese (Mandarin) Spanish |
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| Students typically come from these schools | St. James Preschool Calvary Preschool |
| Students typically attend these schools after graduating | South Pasadena Middle School |
1624 Via Del Rey
South Pasadena,
CA 91030
Website: Click here
Phone: (626) 441-5860
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