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GreatSchools Rating

Longfellow Elementary School

Public | K-5 | 632 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
No new ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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12 reviews of this school


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Posted April 9, 2014

I have been very impressed with this school. The teachers are dedicated and kind. The principle has been instrumental in facilitating many improvements to this school and is invested in the children. Also, they have some great parent volunteers who go out of their way to encourage and excite the kids. Do not let their rating fool you because I could not ask for a better learning culture for my kids.
—Submitted by a parent


Posted October 17, 2011

I went to Longfellow beginning in 1975 (Kindergarten) ; I left to attend another school in 1976 ; I finally returned in 1979 and attended through 1983 . My kindergarten teacher was really creative , and she nurtured creativity in all of her students . I first heard early Pink Floyd ("Piper at the Gates of Dawn" , 1967) in her class ; it was from her extensive record collection. 5th grade had me attending instruction under an excellent teacher. At the time , I wasn't too happy about being academically pushed (what kid does ?) , but his format actually helped me and my classmates monumentally. Great times spent at Longfellow . I wonder how many of my former teachers are still part of Longfellow's staff ...


Posted April 18, 2011

This is my sons first year at this school. We transferred from Downey and I was concerned about the ratings they had overall. To my surprise my sons teacher has been great. I can completely tell she cares for him and the students. I am extremely pleased with the school and his teacher this year.
—Submitted by a parent


Posted August 31, 2010

I am a mother of 2, and have had a wonderful experience at Longfellow! I was completely skeptical about the rating and found that the teacher's are exceptional especially my son's Kindergarden teacher Mrs. Mayo...
—Submitted by a parent


Posted January 26, 2010

I am a parent of twims in 2nd grade. We transferred this year from a private school and I was very concerned with the low rating. However, I have been greatly suprised. My boys have wonderful teachers who truly care about their students. I am glad that we transferred to this school.
—Submitted by a parent


Posted January 8, 2010

The teachers have been good, some even great and I would highly recommend them by name to friends to request at enrollment. The principal however, I find to be sorely lacking in leadership qualities. The previous 2 principals, however, were excellent.
—Submitted by a parent


Posted November 17, 2009

Hi I am a parent of a first grader at Longfellow. His teacher is the greatest, she is smart and fun. He adores her. However, the principal is flaky and unprepared, and often makes decisions on the spot and does not follow through with any of his promises. He is nice enough, but I wouldn't want to work for him.
—Submitted by a parent


Posted February 25, 2008

Well next year is my daughter last year I thinking of change school. I witness something I hope never to witness again. I have just drop my daughter off. I walk in the office this was about two weeks ago. This lady was yelling at child asking the child. 'Do you know what annoying means? Do you know how to spell annoying? The child was just listening to her and holding the microphone in his hand. The Principal was there and did nothing about. In my opinion the lady should never speak to a child in that matter and the Prinicipal should never allow adult to speak to a child like that. That is degrading to a child. When I saw that I was disappointed in the Principal because I thought he was going to make a different in the school and in our children life by inspiring them.
—Submitted by a parent


Posted June 28, 2007

I am a parent of a 1st and 2nd grader at Longfellow. Yes, the school has had low scores, change does not happen overnight. However, I personally have witnessed dramatic changes within the administrative and academic area. The school is continually requesting parent involvement, which I believe is the key to a successful student. I work hard with my children, dedicating two hours per day to homework and reading. Thankfully, both are at the top of their class. In the 2006-2007 year, the school has held reading workshops for parents - giving tips on getting your children to read more. The Principal has held forums for parents to discuss problems/issues, which I might add, did address issues with his constant agitated attitude. Since that day, I have seen a dramatic change in his personality. Addressing issues will get you a long way.
—Submitted by a parent


Posted June 28, 2007

I am a parent of a 2nd grader and 3rd grader. I am very happy with the quality of education my children are receiving at Longfellow. Both my children are doing very well in school. One of my children is in the GATE program. The teachers are very good and always willing to listen to any concerns you may have. I think a big part of it is parent participation. My son was once bullied at school. When I found out. I brought it to the attention of the principal and that stopped really quick. He had a parent conference with the other childs parents and it stopped. My children have never encountered those problems again. I only wish they had some kind of music program or sports programs for the kids.
—Submitted by a parent


Posted June 17, 2007

Last year, we left this school due to a number of problems that did not improve over the four years our daughter attended Longfellow. Despite its high rating, the school did not provide a healthy environment for learning. The playground is a place where the strong and aggressive prevail; bullying is often unchecked. Furthermore (and this may have changed, as there is now a new principal), a toxic secrecy prevails in such matters as teacher assignment, testing for GATE (the 'gifted' program), and other opportunities. Even teachers were often clueless about what was going on or how to advise parents. I speak as the parent of a top student--a student whose scores now boost another school's statistics. I would not recommend this school.
—Submitted by a parent


Posted April 8, 2005

My children attended a private school prior to going to Longfellow. I was extremely apprehensive fearing that the public school system would be markedly inferior in all areas in comparison to the private schooling that they received. I was wrong. The teachers that my children have @ Longfellow are far superior to those at the private institution. Academically they were advanced prior to switching to public school and I thought they would not be challenged, and become bored. Again untrue. But most of all the girls LOVED going to school all of a sudden. My 4th grader was no longer 'sick' every morning. For me that was more important than anything, I am certain the change from private to public was the right one and that is because of the team @ Longfellow.
—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

753

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

2 / 10

API Similar Schools Rank (2012)

2 / 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 did not meet its schoolwide API target for 2013.
  • This school has not yet 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 did not meet all student subgroup API targets for 2013

This school's
API score

753

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

+2

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)

2 / 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)

2 / 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.

91 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
36%

2011

 
 
40%

2010

 
 
44%
Math

The state average for Math was 65% in 2013.

91 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
37%

2011

 
 
53%

2010

 
 
52%
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.

93 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
35%

2011

 
 
31%

2010

 
 
23%
Math

The state average for Math was 66% in 2013.

92 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
67%

2011

 
 
56%

2010

 
 
41%
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.

112 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
56%

2011

 
 
53%

2010

 
 
48%
Math

The state average for Math was 72% in 2013.

113 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
63%

2011

 
 
60%

2010

 
 
56%
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.

90 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
56%

2011

 
 
54%

2010

 
 
53%
Math

The state average for Math was 65% in 2013.

92 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
50%

2011

 
 
50%

2010

 
 
46%
Science

The state average for Science was 57% in 2013.

90 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
49%

2011

 
 
44%

2010

 
 
40%
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 Students39%
Females43%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino33%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Not economically disadvantaged39%
Students with disabilityn/a
Students with no reported disability41%
English learner13%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate20%
Parent education - high school graduate28%
Parent education - some college (includes AA degree)58%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students42%
Females49%
Males36%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged38%
Not economically disadvantaged50%
Students with disabilityn/a
Students with no reported disability45%
English learner38%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate27%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students32%
Females33%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged28%
Not economically disadvantaged44%
Students with disabilityn/a
Students with no reported disability33%
English learner17%
Fluent-English proficient and English only36%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate32%
Parent education - high school graduate31%
Parent education - some college (includes AA degree)26%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students57%
Females55%
Males60%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino49%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged54%
Not economically disadvantaged71%
Students with disabilityn/a
Students with no reported disability57%
English learner46%
Fluent-English proficient and English only61%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate50%
Parent education - high school graduate58%
Parent education - some college (includes AA degree)65%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students54%
Females56%
Males50%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Not economically disadvantaged62%
Students with disabilityn/a
Students with no reported disability53%
English learner22%
Fluent-English proficient and English only62%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate41%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)59%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students64%
Females63%
Males65%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged60%
Not economically disadvantaged70%
Students with disabilityn/a
Students with no reported disability64%
English learner48%
Fluent-English proficient and English only68%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate64%
Parent education - high school graduate56%
Parent education - some college (includes AA degree)72%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

English Language Arts

All Students47%
Females49%
Males44%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability48%
English learner0%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate38%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)57%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students43%
Females49%
Males38%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability45%
English learner17%
Fluent-English proficient and English only48%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate43%
Parent education - some college (includes AA degree)34%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Science

All Students46%
Females44%
Males49%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged43%
Not economically disadvantaged57%
Students with disabilityn/a
Students with no reported disability47%
English learner9%
Fluent-English proficient and English only52%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate48%
Parent education - high school graduate40%
Parent education - some college (includes AA degree)46%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school
Hispanic 82%
White 5%
American Indian/Alaska Native 1%
Black 1%
Asian 0%
Two or more races 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 68%N/AN/A
English language learners 25%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
  • Lily Torres
Fax number
  • (562) 789-3185

Resources

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

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6005 South Magnolia Avenue
Whittier, CA 90601
Website: Click here
Phone: (562) 789-3180

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