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Teacher quality
Principal leadership
Parent involvement
Glad to see new leadership at CJ Morris, which changed in February, 2013. Under the new leadership student behavior outside the classroom has already improved. Also the atmosphere around the school is more upbeat and positive.
—Submitted by a parent
Not enough administrative involvement into the bullying and bully groups present at this school. Addressing the issue to one bully student is not effective if the bully is part of a small group. Issues are not reported unless brought up by the parent. Administration is only concerned that they have met all necessary state requirements on the issue, not looking deeper into whats really going on.
—Submitted by a parent
This is an excellent school. The programs they offer are challenging and multi-dimensional. There are no shortages for equipments as every students have their own laptop. Plenty of extra-curreculm activities for parent involvement. So far, I have been very pleased with this school.
—Submitted by a parent
CJ Morris is an amazing school! My boys enjoy going to school at CJM. The IB-PYP world school fosters well rounded students who exhibit good character traits and strive to do better. The teachers have high expectations of their students. The school offers various programs to help struggling students and challenge advanced students. Also there are many after school opportunities for all the students to engage in. The students are also encouraged to use technology and the school has laptops that are brought into the classroom for students to use. I highly recommend CJ Morris!
—Submitted by a parent
CJ Morris is a very good school ! They have many programs available for struggling learners ! Technology Institute, Homework club, Summer School, and the Outreach Program, all of which my son was able to participate in. The office staff is very organized and friendly, this school is very Preofessional and structured. Highly recommend !
—Submitted by a parent
I am very impressed with C.J. Morris Elem. The fact that it is an IB World school is just the beginning. It was a committed staff that put that program together and continue to find ways to improve their teachings. And now that the school is going to be modernized, it will have the upgrades in technology, utilities, and even storage space that it needs. The office staff is pleasant and has always offered their help whenever I or the community club has needed it. I am very excited that my children will continue to have such a wonderful experience in their primary years.
—Submitted by a parent
I am very disappointed in the overall experience I'm having a Cyrus J. Morris Elementary School. My second child is going through the school now and my first in going into high school. The 'community feel' that once existed is GONE. I think a lot of this has to do with the principal. C.J. used to be kept clean at all times and all staff memebers were happy! Now, the hallways are a mess and some rooms are unkept. I pity the students who are in rooms that are filled with clutter. This is too distracting for learning. I'm happy that C.J. is an I.B. PYP school, however, I feel very strongly that it is taking away from the California State curriculum.
—Submitted by a parent
First I would like to congratulate C.J. Morris on becoming an IB school. Our school and it's leadership worked very hard to achieve this international status and I see it every day how it's paid off through my daughter. Academic program is awesome. We are very fortunate to have Music in the Box, other schools are not as lucky. Parent involvement is wonderful,in which I take great pride in doing so myself.We have a wonderful Community Club, where I also participate as much as I can. The teachers are great, I've had many opportunities to witness their teachings and personalities and I like what I see. We have a great principal and staff. In response to other reviews about our staff- let's be real, they are real people, not perfect people and on a daily basis are dealing with 500+ kids! I personally think they are doing their best!
—Submitted by E. Siordia, a parent
I am excited about the curriculuum at CJ Morris. We are an International Baccalaureate Primary Years Program Candidate School and are expecting to be credentialed soon. The 2nd through 5th grades are learning Spanish. The students are learning to be global thinkers and their critical and analytical skills are being developed through the methods of inquiry part of the program. Not only do my chidren learn about weather they learn that it is something that is common all over the world and they study what weather does in other parts of the world. they learn not only about the American Revolution but about other country's fight against tyranny. I am impressed with the principal and all the staff. the school has agreat sense of community. The children know not just their own classmates but the other students in other classes and grades.
—Submitted by a parent
I have had 2 children attend CJ Morris. They both had wonderful teachers and loved their experiences there.
—Submitted by a parent
I am a little disappointed with this school. I am not doubt about most teachers' ability of teaching the students but there are some just have no enthusiasm. I also had some bad experience with the front office staff and hope they can do somthing to improve their attitude.
—Submitted by a parent
Both my kids attended this school and loved it. The kids are great and learn to respect each other and the teachers do a wonderful job communicating with the parents on the progress of their children. The primary years program is great. The one bad side is probably the front office staff.
—Submitted by a parent
AS an active parent volunteer, I have witnessed the most amazing teachers in action. The teachers set high standards for the kids while being understanding and caring. The teachers are often there early in the morning and work well into the late afternoon. Since you can see into all the classrooms as you walk through I always notice how every teacher is working with the children, each day.
—Submitted by a former student
I feel that the students and staff at C. J. work very hard to be successful. We have raised our test scores and students are growing the all academic areas.
—Submitted by a teacher
I have had 5 children go through this school and was disappointed more and more as my children went through each year. Return Teachers are obviously burnt out, and tend to blame parents for children's failure or struggle with understanding. They will not admit that children just don't 'Get' what they are teaching in a very hurried environment. Was once a great school, and there was a waiting list to get in, but that was many years ago, under a different principal.
—Submitted by a parent
Overall a Terrific school. When it comes to their teachers they are wonderful. Great programs. In fact Mrs Beirnes should be nominated for teacher of the year. Superperb reading clinic program! I am happy to see they provide special education to students who need it. They do however have some boundary issues between school and home and I seriousy encourage them to work on that. Please take that as constructive criticism. I work with children with mental illness and learning disorders and problems with school etc. I've worked with schools who haven't followed through on their IEP's and you do and that's a plus, but there is a balance that I urge you to find. Especially when your over involvement maybe for the wrong reasons. (budget cuts) Otherwise it is still a superior school. I would like to give props to Mrs. Beirnes. Should be more like her.
—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.
57 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
57 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.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
81 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.
49 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
52 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.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
87 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 | 79% |
| Females | 84% |
| Males | 76% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| 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 | n/a |
| Parent education - some college (includes AA degree) | 77% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 89% |
| Males | 89% |
| African American | n/a |
| Asian | 95% |
| 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) | n/a |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| 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) | 85% |
| Parent education - college graduate | 84% |
| 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 | 57% |
| Females | 57% |
| Males | 57% |
| African American | n/a |
| Asian | 73% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 62% |
| Students with disability | n/a |
| Students with no reported disability | 58% |
| English learner | 33% |
| Fluent-English proficient and English only | 61% |
| 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 | 66% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 76% |
| Males | 81% |
| African American | n/a |
| Asian | 93% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | 75% |
| 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 | 45% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 94% |
| 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 | 85% |
| Females | 85% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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 | 100% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 85% |
| Males | 96% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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 | 95% |
| Parent education - graduate school/post graduate | 91% |
| 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 | 66% |
| Males | 78% |
| African American | n/a |
| Asian | 90% |
| Filipino | 83% |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 74% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| 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 | 73% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 84% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | 92% |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| 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) | 100% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 59% |
| Males | 85% |
| African American | n/a |
| Asian | 90% |
| Filipino | 83% |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 79% |
| 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 | 76% |
| 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
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
Filipino
Hispanic or Latino
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 - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 43% | 49% | ||
| Asian | 32% | 8% | ||
| Filipino | 11% | 3% | ||
| White | 9% | 28% | ||
| African American | 4% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 23% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Mandarin (Putonghua) | 29% | 1% | ||
| Spanish | 29% | 85% | ||
| Cantonese | 19% | 2% | ||
| Korean | 8% | 1% | ||
| Filipino (Pilipino or Tagalog) | 5% | 1% | ||
| French | 2% | 0% | ||
| Japanese | 2% | 0% | ||
| Lao | 2% | 0% | ||
| Thai | 2% | 0% | ||
| Urdu | 2% | 0% | ||
| Vietnamese | 2% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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19875 East Calle Baja
Walnut,
CA 91789
Website: Click here
Phone: (909) 594-0053
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