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Teacher quality
Principal leadership
Parent involvement
Academically my child does well here (although the fact that I spend summers preparing him for the fall probably has something to do with it). The problem I have is with the principal and assistant principal; they don't seem to respect or communicate well with parents. My son had an incident report written up on him by a yard monitor for "inappropriate touching" (like most normal 6-year-old boys, he likes to roughhouse). Nobody was hurt and the asst. principal determined that all involved were just having fun. "This has happened many times before," the AP told me. So why wasn't I told about it until an incident report got written up? And why did I have to hear it as third-hand information through my spouse, when I am at the school every morning and afternoon? Why did I have to go to the district superintendent before anyone would talk to me and tell me what happened? Protip: I know that I agreed to your zero-tolerance no-touch policy, ridiculous as it may be, by signing my child up for your school. I also know that part of my job as a parent is to teach discipline and respect for rules and authority. But I can't act on what I don't know, can I?
—Submitted by a parent
My son is in Mrs. C. Taylor's Kindergarten class this year and he absolutely LOVES her class. Mrs. Taylor is a fantastic teacher with right values and focus for children in K. The kindergarten program is very well coordinated with all the 5 classes getting the same homework and study material. In kindergarten, they focus on basics and does not expect the children to know and write all the ABCs as some other schools in other districts do. I like that they really try to make sure that all the children know their basics before moving on to the next level. This is the age where solidifying the foundation is so critical and I am glad that the teachers really seem to understand that at Longden. I was a little uncertain about the quality of school, but I am very happy with the education my son has gotten so far at this school.
—Submitted by a parent
As an occupational therapist from an independent agency, the staff and teachers are very welcoming and wonderful to work with! They really keep the best interests of the students in mind. I love seeing all of the opportunities for parent and community involvement. The students seem committed and proud of their wonderful school!
—Submitted by a teacher
best school ever me and all my friends went there and it is great! Never ever have i seen a better school
Longden must be one of the best. The teachers are amazing. The staff are super kind and gentle. The school is well taken care of. But best of all, they teach so well. How? My son started with C's in Cloverly. Then he moved to Longden and started getting A's. Just plain awesome. Radical. Cool.
—Submitted by a parent
my son has attended longden from k-3 i really like the afer school program and the teachers great school.
—Submitted by a parent
My daughter came home with amazing grades last week. I really like the teachers and the afterschool programs. Great schools.
—Submitted by a parent
my son has attended longden from k-4, and overall i've had an excellent experience. the teachers are willing to meet and are committed to the program. my son current teacher stay after and assist with his homework.
—Submitted by a parent
Longden is an outstanding school. My son has had terrific teachers, who have provided a quality education to the students. I think Mr. Byers the choral music teacher makes music very enjoyable for the elementary students. Family read night by the librarian is a terrific way for parents to be involved, and it is always well attended. Quality Care, after school program is wonderful!
—Submitted by a parent
Wonderful school, with mainstreaming opportunities for students in special day. The after school program 'stars club' is awesome as well!
—Submitted by a parent
Most teachers are devoted to their students. There is a much greater emphasis on technology than previously.
—Submitted by a former student
Great school great teachers that care about thire students progression in grade level work.
—Submitted by a parent
The teacher dedication to the students should not be questioned. They truly love to teach and thrive on every accomplishment their students make. Not only is the leadership at Longden to be questioned, but that of the district. I think that both have lost sight of what industry they are serving...the children, not themselves. We need a major overhaul immediately before we loose the best part of Longden....THE TEACHERS!
—Submitted by a teacher
I have a child here since 1st grade and am happy with the school over all, my child is now in the 4th grade.
—Submitted by a parent
My daughters attend Longden Elementary School. Both are eager to attend school on a daily basis. While participating in and attending a recent talent show, my youngest whispered to me with wide eyes 'Look the Principal is here to watch us!' Every teacher my girls have had since attending Longden have addressed their individual needs. Numerous extracurricular activities are available, from music lessons to family reading events. Harmful behavior is immediately addressed and simply not tolorated, which is reassuring to me as a parent. Overall, I'm thrilled to have such a wonderful school in my community.
—Submitted by a parent
I must say my kids were a forth generation longden family and until the pricipal took over I would have given the school rave reviews but the school isnt about the kids its now about making a grade. I have since removed my children from the school and it was the best thing for them. One of my children was said to have a speech problem, well after the new school retested, they stated his prior school must have too many speech ther. with nothing to do that he is above aver. for his grade. He also is now a A student whereas longden held him back??? Hummm what does that tell you????
—Submitted by a parent
The Principal at Longden school has alot to be desired. She is more about herself than her students. She lacks professionalism on all fronts. Although I understand her lack of business maturity perhaps someone can assist her in acting like a professional. The School district is ok but I would hope that they open there eyes to a severe weeekness in the leadership team at Longden. I know there are many more parents with my same thoughts we need to band together to remove this poor leader and example to our kids.
—Submitted by a parent
I've been very impressed with the quality of the Kindergarten program. The teachers are dedicated and committed, and I didn't expect my little girl to start reading so well so soon!
—Submitted by a parent
Good campus, education level above average, good after school programs available. Good neighborhood.
—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.
149 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
149 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.
124 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
125 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.
132 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
133 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.
134 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
133 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
134 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 59% in 2012.
180 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
180 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 | 76% |
| Females | 81% |
| Males | 69% |
| African American | n/a |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | 74% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 61% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 85% |
| Parent education - declined to state | 73% |
| All Students | 88% |
| Females | 88% |
| Males | 87% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 57% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 83% |
| 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 | 74% |
| Parent education - some college (includes AA degree) | 84% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | 91% |
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 | 69% |
| Females | 71% |
| Males | 68% |
| African American | n/a |
| Asian | 77% |
| Filipino | n/a |
| Hispanic or Latino | 32% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 81% |
| Students with disability | 42% |
| Students with no reported disability | 72% |
| English learner | 54% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 25% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 75% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 87% |
| Males | 82% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 88% |
| Students with disability | 62% |
| Students with no reported disability | 88% |
| English learner | 80% |
| 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 | 58% |
| Parent education - some college (includes AA degree) | 83% |
| Parent education - college graduate | 89% |
| 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 | 86% |
| Females | 90% |
| Males | 82% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 76% |
| 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 | 86% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 95% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 82% |
| Males | 76% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 70% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 76% |
| 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 | 79% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 82% |
| 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 | 73% |
| Females | 73% |
| Males | 73% |
| African American | n/a |
| Asian | 87% |
| Filipino | n/a |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 41% |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 76% |
| English learner | 48% |
| 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 | 38% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 71% |
| Males | 86% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 38% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | 70% |
| 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 | 52% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 88% |
| Parent education - declined to state | n/a |
| All Students | 86% |
| Females | 81% |
| Males | 91% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | 73% |
| 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 | 90% |
| Parent education - some college (includes AA degree) | 85% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 89% |
| Males | 74% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 70% |
| Economically disadvantaged | 74% |
| Non-economically disadvantaged | 85% |
| Students with disability | 67% |
| Students with no reported disability | 82% |
| English learner | 44% |
| Fluent-English proficient and English only | 87% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 82% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 74% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 84% |
| Males | 74% |
| African American | n/a |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 81% |
| Students with disability | 75% |
| Students with no reported disability | 79% |
| English learner | 54% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 81% |
| 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
Grade 6
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 - high school graduate
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 | ||
|---|---|---|---|---|
| Asian | 61% | 8% | ||
| Hispanic or Latino | 15% | 49% | ||
| White | 15% | 28% | ||
| Multiple or No Response | 7% | 3% | ||
| Filipino | 1% | 3% | ||
| African American | 0% | 7% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 26% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 34% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 44% | 1% | ||
| Cantonese | 25% | 2% | ||
| Spanish | 12% | 85% | ||
| Vietnamese | 4% | 2% | ||
| Chaozhou (Chiuchow) | 2% | 0% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Indonesian | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Thai | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Burmese | 1% | 0% | ||
| Taiwanese | 1% | 0% | ||
| Farsi (Persian) | 0% | 0% | ||
| Korean | 0% | 1% | ||
| Punjabi | 0% | 1% | ||
| Toishanese | 0% | 0% | ||
| Urdu | 0% | 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 | 11 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 2% | N/A | 2% |
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9501 Wendon Street
Temple City,
CA 91780
Phone: (626) 548-5068
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