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GreatSchools Rating

Charles Helmers Elementary School

Public | K-7 | 880 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 3 ratings
2011:
Based on 5 ratings

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49 reviews of this school


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Posted September 20, 2009

Our school has the most amazing office staff, library staff and teachers who really care about our students. I don't think there is one bad teacher in the whole school! They are committed to making sure we have the extra programs for the children, like Music and Art. The parental committment to the school is exceptional, as well!
—Submitted by a parent


Posted September 20, 2009

Helmers truly focuses on what is best for its students.. whether it be the level of education or the amount of fun the teachers make learning. There are also many extra-curricular classes available.. as well as music, art, family functions, carnivals, special assemblies.. and parents are a huge part of the school as well.. working both in PTA, as classroom or school volunteers. It is a big community focusing on what is best for the children of Helmers... something that is not commonly found in elementary schools throughout the country.
—Submitted by a parent


Posted August 3, 2009

I agree children are treated with respect but that is only if their parent volunteers time for the school, then they can get away with alot while others children get reprimanded for trivial things. The principle does nothing to help with problems, hopefully with a new younger principal some things will change. Frankly, this school has been a nightmare!
—Submitted by a parent


Posted April 2, 2009

C.Helmers Elementary school has excellent afterschool programs . My kids really enjoyed their sweet treat class and spanish class ,wizard school , film making class and so on...And also has wonderful teachers and staff and very peaceful enviormaent all around. Helmers has a school music program and every kids ,who joined there, can play in the orchestra ,end of the school year. We're really very satisfied with this wonderful school.
—Submitted by a parent


Posted April 1, 2009

The administration and teachers have always responded promply to concerns. They treat my children with respect and challenge them to do their best.
—Submitted by a parent


Posted January 27, 2009

Helmer's is an excellent school. The level of volunteer help is tremendous.
—Submitted by a parent


Posted December 12, 2008

From what I understand Fit Team running is only on Fridays and optional. I think this weekly voluntary emphasis on exercise is important considering the childhood obesity epidemic we are currently facing. My son looks forward to the Fit Team every week and still finds plenty of time to play handball etc the rest of the week. I also wanted to mention that I attended my son's CHORDS presentation last week and was amazed! I was so impressed with the quality and diversity of what was presented. It certainly made me think twice about the importance supporting the fundraisers.
—Submitted by a parent


Posted October 21, 2008

We just moved here this summer and already love the school. The only downside is the homework need to have an improvement. I have 2 kids K & 2nd grade and they both love homework. But the material is boring and seems like is the same stuff for all school year. The material have maybe about 6 different things to choose for a week with the same subject for the entire school year. Everytime we do homework, my kids always said 'we did that already'! Need more creative and more variety. Love the PTA and music program. Staff are very nice. I am not sure about the playground rule. But after reading all the review, I think they need to ease a bit for the rule. Let them be a kid, it is not fair to stop them being a kid. Over all, we love the school.
—Submitted by a parent


Posted August 14, 2008

I have to agree with the previous posters...Helmer's is a wonderful school with caring teachers and very involved parents. Having said that, though, Helmers is extremely preoccupied with test scores. I think the kids actually suffer for it. Kids are all different and require different needs. To base their knowledge on test scores is unfair. I guess we can thank No Child Left Behind for that. However, look at the score of '9 out of 10' they receive on this site. This '9' reflects the test scores. So, us as parents and think, 'Oh, this must be a good school'. Kind of misleading. I also agree that the playground rules need to be loosened up a bit. To ask a 5 year old not to run on the playground with their friends at recess (which is only 15 mins!) is just plain mean. P.S. Thank God for the PTA!!!!
—Submitted by a parent


Posted August 14, 2008

We are new to the area, and it s only been 2 days of back to school, but I m so far very impressed that my grandson comes home in a great mood everyday! I haven t seen him this happy about a school in over a year.. I have read the other reviews on here about them being preoccupied with the standardized testing. Hopefully they will (as the other posting states) focus as well as the student s emotional growth Only time will tell but so far so good


Posted May 27, 2008

Helmers is a great elementary school. The various programs sponsored by the PTA are excellent. There is a PTA sponsored arts program called CHORDS where instructors from the Los Angeles Music Center come to the school to hold 12 weeks of music education workshops with each grade. Even my kindergartner got to participate in learning all about Latin American music and was able to learn how to make and play her own bamboo flute! The PTA also sponsors an after school orchestra and other after school enrichment programs like golf, cooking, wizard school and other fun classes that all the kids really enjoy. The only major criticism I have is that sadly, the administration has instituted very strict policies on the playground which deprives the students of being able to freely play unencumbered in the school yard.
—Submitted by a parent


Posted May 22, 2008

Helmers has been a wonderful school for my two children. The principal is extremely helpful and caring and the staff is wonderful. My daughter learned to play the violin this year and the recent concert the orchestra gave was inspired! I moved to the neighborhood for the school and I made the right choice.
—Submitted by a parent


Posted February 11, 2008

We love the school. They are preoccupied with the standardized testing. However, overall the students are the focus as well as their emotional growth. It is the best school that my children have attended. I would recommend it to others.
—Submitted by a parent


Posted January 19, 2008

Helmers appears to be an excellent school from the outside. Awards are prominently posted at the entrance. This is due to an uninspiring focus on standardized testing. Test scores are the main source of pride and teachers are expected to use boring, cookie cutter curricular materials adopted by the district. Teachers who want to use inspiring materials and methods that would really stretch students' minds are told that they must use what the district has adopted. The students here, who at home have many of the advantages life has to offer, don't even have an up-to-date computer lab or ample playground space to run. They are disciplined for running on the playground. These kids could perform so much better and actually love learning if test scores weren't the priority. The PTA does its best to offer enrichment after school but they can only do so much in this stifling environment.
—Submitted by a teacher


Posted July 29, 2007

Both of my children have been going to school here since 2004. My oldest child started here in fourth grade and she has had a FANTASTIC time at Helmers. She loved all of her teachers. Recently she graduated in June with the best teacher of all. To any parents out there I recommend Mrs. Ray for your childs sixth grade teacher. On the other hand my son has been here since second grade and he will return to Helmers this year in fifth grade. He has had a horrid experience at Helmers. We have had very bad luck with all of the teachers that he has had. Otherwise the campus is great, the school is clean, and there is a great PTA system.
—Submitted by a parent


Posted November 9, 2006

No accountability! Very disappointing, does not protect student's interest but protects teachers.
—Submitted by a parent


Posted November 6, 2006

Very disappointed with the principal and 6th grade teachers.
—Submitted by a parent


Posted October 2, 2006

This is a great elementary school. Great teachers with great PTA membership. The school does spend a lot of time on state testing, however if the kids are learning state testing material or other material, at least they are learning. I am a little frustrated with the homework packets sent home, as sometimes the teachers assign these assignments during the kid's fall and winter breaks. I do not mind however the assignments should not be due right when they return, as there are some families that do vacation during this time.
—Submitted by a parent


Posted August 4, 2006

My son has been attending Helmers for 5 years, and I must say I am fairly pleased with the way this elementary school is run. However, they do seem overly concerned with the award-winning agenda and state testing. The yard supervisors are overly restrictive durring recess. The principal is a great administrator, but is not active with the school populace. :,( It's hit or miss with the quality of the teachers; some are fabulous and some lack leadership qualities (some act like tyrants, some let the class go mad.) I am concerned with over population in this school.
—Submitted by a parent


Posted July 11, 2006

Helmers is a wonderful school as long as what you are looking for in your child's education is the regurgitation of facts for standardized testing. They have received numerous academic accolades but seem to be content to sit on their laurels and are either uninterested or unwilling to go above and beyond for those students who might be capable of achieving more than the basic curriculum. The district has a wonderful plan for gifted education but the school seems incapable of implementing it effectively in every classroom. The administration has historically failed to effectively cluster GATE students in significant numbers and instead sprinkles them throughout all the classrooms in a grade, irrespective of whether individual teachers can differentiate education effectively. There are absolutely wonderful teachers at this school... but your child can lose an entire year of learning if they are unlucky enough not to get one of them.
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

917

Change from
2012 to 2013

-6

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

5 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school met all student subgroup API targets for 2013

This school's
API score

917

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-6

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school’s test score performance improved between Spring 2011 and Spring 2012. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

10 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

5 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

125 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
93%

2011

 
 
79%

2010

 
 
87%
Math

The state average for Math was 65% in 2013.

125 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
97%

2011

 
 
84%

2010

 
 
90%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

102 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
69%

2011

 
 
81%

2010

 
 
74%
Math

The state average for Math was 66% in 2013.

102 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%

2011

 
 
95%

2010

 
 
83%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

131 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
91%

2011

 
 
86%

2010

 
 
88%
Math

The state average for Math was 72% in 2013.

130 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
82%

2011

 
 
85%

2010

 
 
78%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

107 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
87%

2011

 
 
83%

2010

 
 
85%
Math

The state average for Math was 65% in 2013.

108 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
77%

2011

 
 
79%

2010

 
 
81%
Science

The state average for Science was 57% in 2013.

108 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
83%

2011

 
 
82%

2010

 
 
82%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

97 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
87%

2011

 
 
79%

2010

 
 
89%
Math

The state average for Math was 55% in 2013.

96 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%

2011

 
 
77%

2010

 
 
84%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students84%
Females85%
Males83%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)89%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disability55%
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate82%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students86%
Females87%
Males84%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)88%
Economically disadvantagedn/a
Non-economically disadvantaged87%
Students with disability55%
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate86%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students73%
Females80%
Males67%
African Americann/a
Asian88%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)71%
Economically disadvantagedn/a
Non-economically disadvantaged76%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only76%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)61%
Parent education - college graduate75%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students88%
Females93%
Males83%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)83%
Parent education - college graduate91%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students87%
Females89%
Males85%
African Americann/a
Asian95%
Filipino86%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only88%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)77%
Parent education - college graduate89%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students82%
Females86%
Males78%
African Americann/a
Asian89%
Filipino93%
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)80%
Economically disadvantagedn/a
Non-economically disadvantaged82%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)73%
Parent education - college graduate82%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students90%
Females94%
Males85%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate91%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students84%
Females83%
Males85%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantagedn/a
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only85%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate89%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Science

All Students84%
Females83%
Males85%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino76%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only86%
Migrant educationn/a
Gifted and talented94%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)75%
Parent education - college graduate91%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students90%
Females96%
Males83%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantagedn/a
Non-economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only92%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)82%
Parent education - college graduate91%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Math

All Students80%
Females82%
Males79%
African Americann/a
Asian77%
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)87%
Economically disadvantagedn/a
Non-economically disadvantaged81%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only82%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduate84%
Parent education - graduate school/post graduate77%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 62% 27%
Asian 21% 11%
Hispanic 13% 51%
Black 2% 7%
Hawaiian Native/Pacific Islander 1% 1%
American Indian/Alaska Native 0% 1%
Two or more races 0% 3%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 6%N/A54%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Diane Miscione
Special schedule
  • Year-round
Fax number
  • (661) 286-4391
School leaders can update this information here.

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27300 North Grandview Drive
Valencia, CA 91354
Phone: (661) 294-5345

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