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GreatSchools Rating

Vine Elementary School

Public | K-5 | 571 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 3 ratings

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14 reviews of this school


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Posted October 29, 2013

Vine Elementary was going through some big changes when my child began kindergarten four years ago! A new principal, new standards, lifelong teachers retiring it was a wait and see for the outcome. It was a slow process, but well worth the wait. The values and respect instilled sees happy and healthy children as children and nothing more. My child is excelling, and does homework with pride, because her teacher acknowledges and shares in all of her kids achievements with her sense of pride. There are no strangers at Vine Elementary, because we have one thing in common and that is the success of all our students!
—Submitted by a parent


Posted January 8, 2012

pretty good. nice teachers. students are okay. great test scores! good experience. happy kids and parents


Posted July 24, 2011

You need to improve your HISPANIC and DISABLED students test score...GOOD LUCK WITH THAT FROM TIFFANY JOHNSON!!! I HONOR DR. NEITO former professor at CSULB -SHE COULD TEACH FROM A WHEELCHAIR -- THE KIDS WERE GOOD! Its that book Can you teach! Good Principals should be that supportive --where a teacher can sit in a wheelchair. They are honored able to teach!


Posted July 18, 2011

I am appalled with what this parent has written. They are making wrongful allegations and are hurting Vine's reputation. I feel it is and excuse because they are in denial of their child's behavior. They are looking to blame someone else rather than facing the reality. I have not once encountered any of this and am very angry that someone would write something like this. My child has blossomed tremendously this year thanks to the first grade staff. They take pride in what they do and work hard to help our children. I feel this is absurd nonsense and whoever wrote this has issues themselves. They are looking for someone else to blame to avoid dealing with the reality. This can in turn damage the child in the long run.
—Submitted by a parent


Posted April 6, 2011

My child went to Vine k-5 and had a wonderful experience...she had the best of the best teachers while at Vine....Mrs. Leinbach, Mrs. LarsonSIlva, Mrs. Newlon, Miss Kane, Mrs Henderson and of course Mrs. Folwer...she was very blessed to be able to have these wonderful, caring teachers who have molded her into this wonderful young lady, who is now an honor student in middle school. Sadly some of these teachers are gone and I don't feel that the second grade team as a good as it can be, to clickish and don't seem to have the children's best intrest. Hope the new pricipal, who seems very cold at times and has scared some of the younger students at an assembly - will see this and make some changes to benefit all of these wonderful students who are our tomorrows future. I hope to see some improvements in the following year as this school had gone from a 10 to 3.5 in the last 3 yrs.
—Submitted by a parent


Posted May 6, 2010

This is a good school with a great administration. While testing is valued, it is not valued more than the students, Which I feel is a big part of this school's success.
—Submitted by a teacher


Posted February 8, 2010

I am a proud parent of and Kindergartener at Vine and thus far have been really pleased with their instructional program. The kindergarten eachers at Vine are passionate about teaching. They are warm, welcoming and very nurturing while maintaining a structured and extremely organized learning environment. One of the main things I appreciate is the way they infuse arts/crafts/music into their curriculum while teaching the students the core. I LOVE VINE and so does my son.
—Submitted by a parent


Posted February 5, 2010

My daughter went to Vine School. I have nothing to said complain about this school and staff. Principle is very friendly and he's really doing his job, he almost know all the name of the kid. The front desk staff (nancy) every sweet and polite. I feel so lucky that my kid can go to the terrific school.
—Submitted by a parent


Posted January 13, 2009

My daughter graduated from this school last year. She was there from K-5. I loved all her teachers, especially Ms. Lau & Mrs. Kelton. She received great education and really blossomed academically and socially. She was also awarded the presidential award which is a statement of great teachers who want and encourage the children to succeed. I'm blessed for having my child attend this school. She is currently an honor student at a Walnut middle school.
—Submitted by a parent


Posted July 11, 2008

My children went to Vine and I couldn't be happier, they had so much to offer. They challenged my son who was in Gate and they also offered help to my other child who struggled. The teachers are wonderful and my experience there was awesome. I highly recommend this school for any one who's looking for a good education and experience for their children.
—Submitted by a parent


Posted February 21, 2008

Focus more on sports rather than academics and students' behavior. So if your kids are not athletes,this is not the school for you.
—Submitted by a parent


Posted September 18, 2006

The teachers and the staff at Vine Elementary School seem to be very professional & caring. As a parent I couldn't feel luckier to have my daughter at Vine Elementary. Thank you for giving my child the confidence she needs to advance to the next grade year after year.
—Submitted by a parent


Posted July 17, 2005

Academics good for the average student. Depending on the teacher, they help the advanced student, othwise if your child is on the advanced side he will be bored and not challenged. I do not agree with the 'gate' program giving the child more classes after school instead of challenging them in class.
—Submitted by a parent


Posted February 28, 2005

Vine Elementary seems to be one of the most organized elementary schools in the ditrict. Their academic levels are very high, and the school is truly comitted to the academic and moral development of their students. They had set high standards for the children and help them to acheive them. The school has a very qualify team of teachers, that work hard to maintain these levels and to bring new and bigger things to the school. The school has developed a nice music/art/drama extra-curriculum that motivates the children to read and learn about these cultural fields. Parents are very much involve in these activities, helping and participating many times along with their children.
—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

880

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 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

880

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

-10

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)

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)

7 / 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.

83 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
84%

2011

 
 
84%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

83 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
83%

2011

 
 
75%

2010

 
 
80%
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.

104 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
63%

2011

 
 
55%

2010

 
 
52%
Math

The state average for Math was 66% in 2013.

104 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
70%

2011

 
 
72%

2010

 
 
68%
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.

89 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
80%

2011

 
 
80%

2010

 
 
72%
Math

The state average for Math was 72% in 2013.

92 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
75%

2011

 
 
82%

2010

 
 
77%
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.

88 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
78%

2011

 
 
68%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

88 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
72%

2011

 
 
69%

2010

 
 
74%
Science

The state average for Science was 57% in 2013.

88 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%

2011

 
 
72%

2010

 
 
75%
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 Students79%
Females86%
Males73%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged74%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability86%
English learnern/a
Fluent-English proficient and English only79%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate80%
Parent education - some college (includes AA degree)79%
Parent education - college graduate88%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students79%
Females81%
Males78%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino75%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged72%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate87%
Parent education - some college (includes AA degree)72%
Parent education - college graduate85%
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

English Language Arts

All Students68%
Females77%
Males61%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged66%
Non-economically disadvantaged69%
Students with disabilityn/a
Students with no reported disability67%
English learnern/a
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talented95%
Parent education - not a high school graduaten/a
Parent education - high school graduate59%
Parent education - some college (includes AA degree)49%
Parent education - college graduate88%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students72%
Females74%
Males70%
African Americann/a
Asian92%
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 disadvantaged66%
Non-economically disadvantaged78%
Students with disabilityn/a
Students with no reported disability71%
English learnern/a
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate65%
Parent education - some college (includes AA degree)62%
Parent education - college graduate88%
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 Students77%
Females76%
Males77%
African Americann/a
Asian82%
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)n/a
Economically disadvantaged71%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate91%
Parent education - high school graduate79%
Parent education - some college (includes AA degree)69%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state100%

Math

All Students72%
Females66%
Males78%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged67%
Non-economically disadvantaged80%
Students with disabilityn/a
Students with no reported disability73%
English learnern/a
Fluent-English proficient and English only74%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate73%
Parent education - high school graduate72%
Parent education - some college (includes AA degree)74%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state83%
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 Students75%
Females79%
Males71%
African Americann/a
Asian75%
Filipinon/a
Hispanic or Latino74%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged68%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability76%
English learnern/a
Fluent-English proficient and English only77%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate74%
Parent education - some college (includes AA degree)79%
Parent education - college graduate58%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students81%
Females83%
Males78%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only81%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate79%
Parent education - some college (includes AA degree)78%
Parent education - college graduate83%
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students80%
Females81%
Males78%
African Americann/a
Asian67%
Filipinon/a
Hispanic or Latino79%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged75%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability79%
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 graduate79%
Parent education - some college (includes AA degree)67%
Parent education - college graduate83%
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
Hispanic 72% 51%
Asian 16% 11%
White 7% 27%
Black 3% 7%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 45%N/A54%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Gloria Aguilar-Torres

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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1901 East Vine Avenue
West Covina, CA 91791
Phone: (626) 931-1790

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