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GreatSchools Rating

Cyrus J. Morris Elementary School

Public | K-5 | 433 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
No new ratings
2011:
No new ratings

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19 reviews of this school


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Posted August 19, 2014

What a great updated school. Sad to say but this school with its modern updates and classroom IT devices makes other schools look really out of date. I am glad my daughter attends this school. Leadership, the principal, is very engaged and involved as are the parents. The IB program is wonderful - not only challenging academically but challenging to make students think more thoughtfully around the world around them. I am proud of the education my daughter is getting at CJ Morris!
—Submitted by a parent


Posted October 8, 2013

It seems to us that the teachers and staff are more dedicated now than they were 17 years ago when our daughter attended C. J. Morris So far we are very pleased with input from our granddaughters. So far!
—Submitted by a parent


Posted June 6, 2013

Cyrus J. Morris is an outstanding school - It offers the IB Primary Years Program, before school Chinese language class, and was named a 2012 Honor Roll Scholar School in 2013. CJ Morris Elementary offers a high quality education with dedicated teachers. CJ is under the exemplary leadership of Mrs. Donna Hunter. All students, whether gifted/talented or learning disabled are taught in a caring and encouraging environment .
—Submitted by a teacher


Posted April 14, 2013

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


Posted February 8, 2013

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


Posted December 4, 2009

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


Posted August 21, 2009

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


Posted June 10, 2009

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


Posted July 22, 2008

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


Posted June 9, 2008

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


Posted September 22, 2006

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 a parent


Posted March 6, 2006

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


Posted August 27, 2005

I have had 2 children attend CJ Morris. They both had wonderful teachers and loved their experiences there.
—Submitted by a parent


Posted August 19, 2005

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


Posted June 29, 2005

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


Posted April 10, 2005

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


Posted April 3, 2005

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


Posted December 9, 2004

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


Posted November 5, 2004

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.

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

881

Change from
2012 to 2013

-8

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

1 / 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

881

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

-8

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 2012 and Spring 2013. 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)

9 / 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)

1 / 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.

73 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
79%

2011

 
 
72%

2010

 
 
67%
Math

The state average for Math was 65% in 2013.

73 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
90%

2011

 
 
76%

2010

 
 
79%
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.

63 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
57%

2011

 
 
70%

2010

 
 
59%
Math

The state average for Math was 66% in 2013.

64 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
79%

2011

 
 
84%

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 65% in 2013.

80 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
85%

2011

 
 
78%

2010

 
 
81%
Math

The state average for Math was 72% in 2013.

82 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
90%

2011

 
 
81%

2010

 
 
89%
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.

55 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
73%

2011

 
 
83%

2010

 
 
73%
Math

The state average for Math was 65% in 2013.

59 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
89%

2011

 
 
83%

2010

 
 
69%
Science

The state average for Science was 57% in 2013.

55 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%

2011

 
 
87%

2010

 
 
79%
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 Students65%
Females65%
Males64%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged50%
Not economically disadvantaged71%
Students with disability27%
Students with no reported disability71%
English learner36%
Fluent-English proficient and English only71%
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)71%
Parent education - college graduate67%
Parent education - graduate school/post graduate80%
Parent education - declined to staten/a

Math

All Students82%
Females70%
Males97%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino71%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Not economically disadvantaged92%
Students with disability64%
Students with no reported disability85%
English learner64%
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)86%
Parent education - college graduate93%
Parent education - graduate school/post graduate87%
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 Students54%
Females52%
Males55%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged29%
Not economically disadvantaged67%
Students with disabilityn/a
Students with no reported disability55%
English learnern/a
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate45%
Parent education - some college (includes AA degree)43%
Parent education - college graduate55%
Parent education - graduate school/post graduate79%
Parent education - declined to staten/a

Math

All Students73%
Females71%
Males74%
African Americann/a
Asian76%
Filipinon/a
Hispanic or Latino85%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged52%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate73%
Parent education - some college (includes AA degree)60%
Parent education - college graduate73%
Parent education - graduate school/post graduate93%
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 Students84%
Females83%
Males85%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino83%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged53%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability83%
English learnern/a
Fluent-English proficient and English only87%
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 graduate91%
Parent education - graduate school/post graduate89%
Parent education - declined to staten/a

Math

All Students86%
Females83%
Males88%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino80%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged78%
Not economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability85%
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 graduate67%
Parent education - some college (includes AA degree)80%
Parent education - college graduate91%
Parent education - graduate school/post graduate94%
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 Students78%
Females81%
Males75%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino81%
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
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability80%
English learnern/a
Fluent-English proficient and English only84%
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 graduate76%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

Math

All Students88%
Females85%
Males91%
African Americann/a
Asian90%
Filipinon/a
Hispanic or Latino89%
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
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability90%
English learnern/a
Fluent-English proficient and English only94%
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 graduate83%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a

Science

All Students76%
Females78%
Males75%
African Americann/a
Asian83%
Filipinon/a
Hispanic or Latino69%
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
Not economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only82%
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)n/a
Parent education - college graduate81%
Parent education - graduate school/post graduate85%
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
Hispanic 44%
Asian 35%
White 7%
Black 4%
Two or more races 3%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 34%N/AN/A
English language learners 15%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
School leaders can update this information here.

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School basics

School Leader's name
  • Donna Hunter
Fax number
  • (909) 595-9438

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School facilities
  • Computer lab
School leaders can update this information here.

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19875 East Calle Baja
Walnut, CA 91789
Website: Click here
Phone: (909) 594-0053

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