Clifton Middle School A School in the Monrovia Unified School District

Why Clifton Was Selected

To identify a pool of high-performing schools we examined student and school performance data from 2002-03 through 2006-07. An overview of our methodology is posted on this website. Generally, we selected schools to highlight based on the following criteria:

• Substantially higher school performance than predicted: As indicated by a Similar Schools rank of 10 in 2006-07, Clifton students are performing well above the levels of their peers in similar schools.
• Meeting or exceeding subgroup performance standards: Clifton students in all subgroups are meeting or exceeding Adequate Yearly Progress (AYP) goals in both English language arts and mathematics.
• Sustained performance over time: Clifton has never been identified for program improvement under No Child Left Behind and has met all AYP requirements. Furthermore, Clifton has met all Academic Performance Index (API) targets across all subgroups.
• High poverty: 51% percent of Clifton students are eligible to receive free or reduced price lunch.
• No selectivity in admissions: Clifton serves neighborhood students within their attendance

Recognition of Clifton's Success

Clifton was named a 2005 California Distinguished School. Its school district has won numerous Golden Bell Awards highlighting their exemplary AVID and safety programs.

Factors in Clifton's Success

Clifton staff build a school culture of academic excellence among students, teachers, and parents by establishing high expectations and a well-defined district focus, which drives student achievement by integrating student support mechanisms, standards-based instruction and data analysis.

Clifton’s principal, Dr. Deb Rinder, believes that there are no excuses for low student achievement and that all “students will achieve if you raise the bar.” She offers staff the resources and the support they need to be successful and attributes Clifton’s success to excellent teachers, who have a commitment to the school’s vision and share in creating high expectations. Dr. Rinder strives to create a culture of high expectations and continuous improvement by encouraging and supporting teachers, students, and parents to join together in Clifton’s vision. Clifton also has the infrastructure needed to support student learning through intervention classes and counseling for struggling students.

Dr. Rinder also emphasizes that the district has provided strong leadership and support through a clearly articulated vision. According to Dr. Rinder, the district’s commitment to hiring quality teachers and providing support and resources for schools has contributed to the success not only of Clifton, but to all the schools in the district.

How Clifton Sets High Expectations

• Create a culture of high achievement: Clifton staff have a strong commitment to ensuring that all students have the opportunity to succeed. The principal emphasizes a “No Excuses” philosophy, encouraging teachers to reflect on and improve teaching practices while also constantly finding new ways to motivate students.
• Set ongoing measurable goals for student achievement: Though Clifton has shown significant academic growth in recent years, meeting or exceeding overall and subgroup AYP proficiency goals, the staff continues to focus on increasing achievement. Clifton strives to reduce the achievement gap between subgroups and examines data to track their progress toward this goal.
• Establish expectations for all parties: The principal sets high expectations for teachers, students, and parents that drive Clifton’s academic programs and support the school’s belief that all parties must work together to support student success. Teacher expectations include focusing on student engagement and assessing content knowledge. All activities and professional development at Clifton are tied to these expectations. Clifton has also created four student expectations that promote success in school and in life (see side insert). Finally, parents are expected to be informed and involved as they support their students at Clifton.
• Hold students accountable for academic performance: Students are aware of their academic progress and must maintain a 2.0 grade point average or better to participate in school activities including dances and spirit rallies.