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Teacher quality
Principal leadership
Parent involvement
This is a great school. I'm a little disappointed that it is rated only a 4 out of 10. I believe it deserves a higher rating. Aside from that, the school is great. The faculty is amazing. Great teachers. Love that they have different organizations/clubs for the parents to be involved in. This school is BIG on caring for the education of the children. Not a very big school (which I like) compared to other over crowded schools. Their reading program is also very good. Hoover gets two thumbs up from me and my family.
—Submitted by a parent
This is a great school with a great bunch of teachers. The Principal is great, and the kids seem to be happy in their school environment. My only complaint is their rotation program. It makes NO SENSE. Their is no accountability, and I have no idea what my child does during that time, since I don't know her Rotation Teacher. My daughter and her friends say it is boring and learn nothing. My neighbors and kids seem to hate it. I don't see the value in it AT ALL. They really need to get their act together and dump this program. WASTE OF TIME!
—Submitted by a parent
I cant say enough on how much I love this school! The teachers, staff and especially Ms. Schmierer are fantastic and genuinely care about the kids. My kids and my family have had a wonderful experience going to the school and attending their many events and fundraisers. It really does feel like a small community and the parental involvement is great although I do wish more parents would be more involved. I also want to give a big, big kudos to the Hoover Dad's Club. They have made this year such a wonderful, fun and exciting year! They have given their time and money for many of the events without ever wanting a thank you. They do it for the kids. I hope other schools will use them as an example and start a dad's club in their school. Go Hoover Hawks!
—Submitted by a parent
I have 2 children that attend Hoover. I have had a great experience with my children at the school. There is high level of parent involvement from fund-raisers to classroom tutoring. My children have been fortunate to have 2 great teachers: Ms. Ventura and Mrs. Suttuerfield. In the end, the success of your child will not depend on the school but the time parents put in with their children on school subjects. E.Ortega
—Submitted by a parent
I am not happy with this school. The children say curse words, and bully new kids. There are to many kids in a classroom, so the teacher is not able to help struggling students. The communicatation to parents about homework, and what their child needs help with are non existent. It seems more like move them in then move them out than really caring about the education and social integration of children.
—Submitted by a parent
My son has been at this school for two years now and I've never had any problems. Ms. Schmierer is a fantastic, caring principal with a top-notch staff, creating an environment that provides the perfect backdrop for student learning. Their after-school program is very good as well, and mixes homework help with social and recreational activities as well as physical exercise. And it's free!! I've often heard people say that Hoover is like a private school with its small, close-knit community and emphasis on character and academics, and I would have to agree. As far as public schools go, I think it's one of the best in the area.
—Submitted by a parent
Hoover is a truly amazing school....we love the principal and all the staff my lil girl is now in 5th grade and i would like to thank hoover for helping me make her a grate person.
—Submitted by a parent
The Teachers are great, and I love the entire scholastic environment. One thing I cannot stand about this school is their Rotation program.
—Submitted by a parent
A wonderful experience so far at Hoover School. The Principal is involved, professional, personable and dedicated. The teachers seem to really care about how the students are progressing academically and socially. I am very impressed with the schools commitment to reading and the Library.
—Submitted by a parent
Recently we moved out of the Whittier area and I was devestated that my children would have to leave Hoover. The Staff is the most caring, dedicated group of extraordinary role models I have ever had the pleasure to be around. The principal Kathy Schmeirer has completly dedicated her life to not only bettering the education of the children who attend her school but making a positive change in them as human beings. There is never a dull day at Hoover the staff is always trying to challange the growing minds of tomorrow. The peace builders livestyle that is encouraged amoung the kids is a great personality trait that all kids should be introduced to. If you are reading this and are not sure of Hoover let me tell you it would be a grave mistake not to enlighten your child life by sending them here. With love Janette Ramirez
—Submitted by a parent
Hoover has been a wonderful school for my daughter to attend. The teachers she has had have been amazing and the principal is truly exceptional. The amount of personal attention she gives to the students and parents alike is something that makes Hoover such a special place. I feel very comfortable with my daughter's attendance at Hoover and can't wait for my younger daughter to start attending Hoover next year.
—Submitted by Shannon, a parent
The teachers are all great. The principal is available if you need her. Great after school program. PFO/PTA is active in supporting our students.
—Submitted by a parent
Hoover is a wonderful school. I would encourage any parent to send their child here. The principal Ms. Schmeer has chosen a great staff of teachers. There is a lot of parent involvement, great atmosphere, academic programs, the teachers here luv their jobs! The WYN club makes it easy for parents to have childcare for cheap & the kids get all the excercise the need to be healthy.
—Submitted by Erika Favela, a parent
There is a lot of parent-teacher interaction to address the learning of each child. Instruction in the classroom is engaging and challenges each child to learn and apply their critical thinking skills. The teachers are down-to-earth and are always exchanging ideas to add to their instruction and classroom management.
—Submitted by a parent
I found that the School's Principal leadership and involvement with the community is excellent. The teachers are great. However, I have a child with a learning disability and found that not all teachers are willing to help children access the curriculum successfully. Not all teachers are willing to use innovative ways to teach. My advice is to look for a teacher who sensitive to your child's needs.
—Submitted by a parent
Ms. Schmierer is one of the only principals I have ever encountered that wears her heart on her shoulder. She is one of the most loving, compasionate, dedicated educators I know! Before coming to Hoover my children attended a school that consisted of almost 1000 students. It was a nice change to have such a smaller school for my children to attend. My youngest son began Hoover in kindagarden and had Mrs. Mendoza for a teacher. She is such a wonderful teacher who makes sure to find the time to spend with everyone of her students. She noticed that he was a little behind an took action, now he is almost completly got up! My daughters 3rd grade teacher is Ms. Berkovich and she has left a lasting impression on her! She is funny and knows how to educate with also letting her students have fun. Hoover school is the best school ever!
—Submitted by Janette Ramirez, a parent
Another year has passed and I am pleased with the outcome of my daughters education. Together with the leadership of Ms.Schmierer the principal and 3rd grade teacher Ms. Ventura who always has a smile to greet you and make you feel special. My daughter is proficient in all academics and the overall rating of the school has improved by two levels. I am grateful for the teamwork that takes place in our school, I call my family. We have a goal in bringing out the best in each individual. We focus on each students strengths and qualities. We strive for improvements, and the results are achievements. I am truly thankful for Lou Henry Hoover school,staff,whom I call my family. Their commitment and respect for one another and students has inspired me. Sincerely, Julia Martinez
—Submitted by a parent
Miss Anderson is an outstanding teacher who gave my daughter such a positive learning curriculum of reading, math, vocabulary, and phonics. I'm sincerely Grateful that Miss Anderson provided the foundation for my daughter's learning success.
—Submitted by Julia Martinez, a parent
My daughters experience as a second grade student was enlightened with age appropriate curriculum and hands on materials to expand her education. Miss Casanas gave my daughter the education to pass multiplication tests, and expand her reading and comprehension. I also enjoyed the parent involvement of the Junior achievement program in class. Overall, I am truly thankful for Miss Casanas enthusiasm that she gives to her students. She truly has a compassion for teaching and it shows in her students' individual success.
—Submitted by Julia Martinez, a parent
I have had my 3 daughters go through Hoover. My oldest is in high school now and one in middle school. My youngest is finishing the 4th grade now. The Princapal and Teachers are all great. They all work together to help any child not be left behind. If ever there is a problem, the Princapal, Ms. Schmierer, is always there to help you and your child. We have one more year there and are going to miss Hoover School!
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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
80 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.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
80 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.
77 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
77 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.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
74 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
74 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 | 62% |
| Females | 61% |
| Males | 62% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 64% |
| English learner | 22% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 43% |
| Females | 33% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 35% |
| Non-economically disadvantaged | 53% |
| Students with disability | n/a |
| Students with no reported disability | 43% |
| English learner | 17% |
| Fluent-English proficient and English only | 50% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 53% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 54% |
| Females | 51% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 55% |
| English learner | n/a |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 65% |
| Females | 59% |
| Males | 71% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 67% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 37% |
| Parent education - high school graduate | 78% |
| Parent education - some college (includes AA degree) | 54% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 68% |
| Females | 75% |
| Males | 59% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 61% |
| Non-economically disadvantaged | 80% |
| Students with disability | n/a |
| Students with no reported disability | 70% |
| English learner | n/a |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 60% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 73% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 68% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 69% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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 | 60% |
| Females | 59% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 79% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 9% |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 44% |
| Parent education - some college (includes AA degree) | 63% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 58% |
| Females | 56% |
| Males | 60% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 60% |
| English learner | 18% |
| Fluent-English proficient and English only | 65% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 41% |
| Parent education - some college (includes AA degree) | 58% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 53% |
| Females | 56% |
| Males | 50% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 52% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 54% |
| English learner | 0% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 37% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| 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
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 76% | 49% | ||
| Multiple or No Response | 14% | 3% | ||
| White | 7% | 28% | ||
| African American | 2% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Asian | 0% | 8% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 17% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 61% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 97% | 85% | ||
| All other non-English languages | 2% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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6302 South Alta Avenue
Whittier,
CA 90601
Website: Click here
Phone: (562) 789-3150
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