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GreatSchools Rating

Oxford Preparatory Academy - Chino Valley School

Charter | PK-8 & ungraded | 1136 students

Our school is best known for Multiple Intelligences and a collegiate theme.
 
 

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 22 ratings
2013:
Based on 45 ratings
2012:
Based on 23 ratings
2011:
Based on 33 ratings

Teacher quality

Principal leadership

Parent involvement

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School Official Point of View

Posted October 14, 2013

Thank you to all parents, students, and staff for the positive comments and input regarding our school. Please remember to share any questions or concerns with the appropriate school personnel according to the Resolution Process found in the Parent Informational Handbook found on our school website.

122 reviews of this school


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Posted June 14, 2014

Thank you OPA for making my child's education a priority. I have been at other schools and there is a definite difference. The teachers and staff go above and beyond everyday. I love that my child wakes up excited everyday to go to school and never wants to miss a day. I wish there was an OPA when I was growing up.
—Submitted by a parent


Posted June 13, 2014

We were so impressed by Open House last night! There were performances from cheer/dance, all levels of choir, and band. Families had the opportunity to eat together before and after the classrooms were open. Not only was I impressed by the classrooms my children are lucky to be a part of, but also all of the other rooms. My kids could not wait to show us the classrooms they might be in next year. We went into every classroom, and they were all full of positive energy and wonderful student work displays. I am thrilled by the excitement my kids have for learning, and the love they have for their school. I am so proud of what this school has accomplished in the last four years, and look forward to the continued growth they will make. Positive and dedicated parents need to continue to volunteer and support the MANY things the staff is doing for our CHAMPIONS!
—Submitted by a parent


Posted June 12, 2014

I just got home from Open House at OPA and I have to say, it was incredible! The displayed art that won awards at the Chino Art Festival proved that there are some very talented artists out there. There were several student performances before classrooms were opened and students did great. Once my son's class was open I was amazed at all of his hard work on display. It is evident that our teachers bring out the best in their students. I appreciate all of the hard work the staff, teachers, and administrators do for all students. This is my first year at OPA and this Open House was night and day different than my home school. THANK YOU OPA, FOR MAKING A DIFFERENCE...KEEP UP THE GREAT WORK!
—Submitted by a parent


Posted June 12, 2014

Opa is a decent enough school with very good intentions. Maybe as the years go by the school it will live up to all visions and promises. All the teachers have been above average to outstanding that my child has encountered. My concerns are lack of organization especially with specialty classes and extracurricular. The language program is inefficient ,your child will not become bilingual In the world language program. But again great intention and maybe this program will improve. My biggest concern is not being able to get in touch with the principal/ chancellor . Last year I was blocked from even leaving a message for the guy. There is a new principal this year and again never got a call back the one time I left a message.. There is a system of hoops to go through just to be allowed to have a conversation with the principal they always insist that you go through the teacher first. Which is fine in some situations I guess. But if a parent wants to speak with the principal of their child's school it should be that parents right. Bottom line: doesn't meet expectations and dreams yet,. Principal leaves lots of nice recorded messages, not the same as actually speaking to him/her.
—Submitted by a parent


Posted April 28, 2014

I love Oxford Prep Academy. My kids have been at this school since the first day it opened. I love the families, the kids and the hard working staff. I love everything the school has to offer for my children, especially the musical lessons, foreign language, computer class and my daughter's favorite - science lab! This school offers so much more than other schools. Yes, they expect a lot from our kids, but I expect a lot from my children too because I want them to have the best education possible, and OPA is giving them just that.
—Submitted by a parent


Posted April 17, 2014

This school is so nice. The teachers are nice to the kids and we parent participate in many aspects.
—Submitted by a parent


Posted April 10, 2014

Wow! What an amazing school OPA is...the students there are the best. They are very polite, caring and smart. The professor are wonderful, so hard working and dedicated to education. The administration at the school has done such an great job getting the parents involved again. I love that my kids go to such an incredible school.
—Submitted by a parent


Posted March 17, 2014

Even though there are some negative individuals within our OPA community, it really doesn't compare to the amazing school OPA really is! We have over 900+ families and a vast majority of US are extremely happy with our YOUNG school! I am not alone in wishing those individuals who have parted ways with our OPA community well. It's not necessary to be so negative. OPA is not for everyone...it's meant for "Champions"!
—Submitted by a parent


Posted February 26, 2014

This is my first year on the OPA staff, and I wouldn't want to be anywhere other than here. I feel so lucky to have the opportunity to be at OPA. Yes, the teachers here work hard. Yes, we put in a lot of extra time. But the teachers who are here WANT to be, and don't mind putting in the time because we see the huge impact it has on our students. I find it to be very unfair that parents would say that we are underpaid and overworked, because I have never once heard that from the mouth of a coworker. We love our job and we do it for the students - not for the money, not for the test scores. The fact that my students look forward to being at school each day just as much as I do makes it worth coming into work and putting as much of my time and energy into work as I feel necessary to do my job well. The administration does a great job of supporting the teachers. As a teacher, I appreciate the positive comments I see here because I know how many parents are truly are grateful for my hard work, their child's hardwork, and the administrator's hard work. I don't know why others feel the need to put words into teacher's mouths, we can speak for ourselves. I love OPA!
—Submitted by a teacher


Posted February 17, 2014

POSITIVES: Hardworking & dedicated teachers, supportive parents, specialty classes, kids LOVE their school, extra-curricular activities available before and after school. NEGATIVES: Overworked teachers, which causes high turnover of great teachers. Master calendar always changing. Oversized classes. No set procedure in security. No cohesiveness with administration and parents. Not enough family events to bring the school together. Top heavy administration, which some don't have credentials for their position. No enough proctors to watch 1,100+ students during break. This school as the potential to be great if they would change their negatives into positives. If this happened, more would be willing to donate. We NEED this for our kids and the future of this school.


Posted February 15, 2014

I am truly thankful for OPA as a CHOICE for my children's education. The teachers, staff and administration truly care about each of my children. The teachers will stay late to help them if they need it and when I have had a concern the administration was there to help resolve the issue. I really appreciate the fact that the teachers do not believe in sending my children to the next grade unless they are prepared and are able to excel. This school is the BEST!
—Submitted by a parent


Posted February 13, 2014

I am a parent of an OPA student. I am very happy with my child's education. The school is very progressive. Their curriculum is such that it enhances my child"s strengths and greatly exceeding the basic requirements of her grade. My child's teacher is very patient and understanding. I would highly recommend this school.
—Submitted by a parent


Posted February 10, 2014

OPA is not being managed well. Everyone works hard, but are so micromanaged that there is no forward momentum. They are unable to manage their money. Two years ago, there was a foundation grant awarded for personal computers for the students. They have never seen them. Meetings ALWAYS cancelled. They want parent involvement, but front office is rude and a place to avoid.
—Submitted by a parent


Posted February 10, 2014

Like many of the previous reviews, OPA had the potential to be a great school. However it is merely that on paper, if at all. The organization is disorganized and extremely top heavy. Administration is concerned with numbers and test scores, not students, parents, or teachers. The working conditions for teachers are deplorable; they are overworked and underpaid. Great teachers have worked there and continue to leave to due degradation and being belittled. Kids are treated like a score and not a person. The retention issue from this summer where students were retained based solely on CST scores and parents were blind sided at retention meetings has left a negative taste in the mouths of many and it is felt by the students and their families on a daily basis. Parents are being bullied into compliance or harassed for asking questions. The recent mass exodus of students and staff speaks to the heart of the situation. This is not a good environment for children or people who care about educating them. Hopefully people's eyes are being opened and they are beginning to see the school for what it is--a test taking factory concerned with scores, numbers and making money, not children.


Posted February 9, 2014

Thank you to the parents who help to build our school up. We know that everyone involved with OPA gives their all and only wants the best for our "Champions".
—Submitted by a teacher


Posted February 9, 2014

I am so blessed and proud to call myself an OPA Professor. I have been teaching at this wonderful school for two years and cannot imagine working anywhere else. In fact, I would not want to work anywhere else. OPA has the best administration that not only appreciates their teachers, but respects their decisions as well. Yes, we do have a high percentage of young teachers, but I am grateful for that. OPA gave me a chance to come out of college and apply what I learned to their program. In addition to that I have learned a wealth of knowledge and gained the utmost support from my fellow staff members. The parents at this school are also amazing. They believe in our philosophy and want the best for their kids. I only which I had a school like OPA to go to when I was younger. The teachers who are there want to be there before and after their contract hours, and the administration only wants the best for their kids in their program. What more could you ask for?
—Submitted by a teacher


Posted February 9, 2014

What a surprise! When someone expresses valid, true concerns all of the sudden positive, beautiful reviews flood in. Why? Because image seems to be the only thing that really matters to OPA. Instead of listening, things are usually "swept under the rug" and never adequately addressed. Or, answers are attempted with a fancy, meaningless reply that appears to sound good at the time and then never truly followed through on. Here are some primary concerns: Huge class sizes--impossible to meet the needs of each student Constant chaos and lack of organization Mandatory meetings scheduled, then abruptly cancelled Master calendar changes mid-year with little notice Enormous teacher turnover every year--even during the year Extremely low parent moral--families exit every week Teachers are amazing--but face unnecessary stress every day due to an unpredictable environment Poor leadership--most do not have documented administrative credentials and lack natural ability Broken promises Business is priority--exceptionally focused on money Disappointment--looks good on paper, but lacks genuine substance I would never recommend this school to anyone who desires a stable environment for children.
—Submitted by a parent


Posted February 8, 2014

OPA is a wonderful school for children. Again, as a school, the focus is not on the feelings of the adults. Our kids are happy, learning, growing, and preparing for their future. I happily donated to the Academy Fund, just as I would buy cookie dough, wrapping paper, or magazine subscriptions at any other school. All schools need the support of fundraising to supplement the funds they are given. This is even more true for a charter school, since they receive less funding. I actually prefer to just make a straight donation, where all of my money goes to the school. I don't really need any of the typical fundraising items, but my child does need a state of the art Science Lab! I am so happy to be an OPA parent!!!!
—Submitted by a parent


Posted February 8, 2014

Sitting in a meeting almost 5 years ago listening to what this school was going to offer my child, my excitement was high because I knew I had found the school for my family. My children were at a different school in the district before attending OPA and I was looking for something different. From the very first day to the current year, everything I was offered has been fulfilled even higher than my expectations. My children are thriving at OPA and I don't know of any other school that offers so much. Teachers at OPA do work long hours but it's for our children. Each time I'm on campus, I see enthusiastic teachers with smiles on their faces because they know that their hard work is making a difference. I hate to think that one of my teachers would read these negative remarks from people at their school. So just in case: To All OPA Teachers, you are all amazing and your students love you. We appreciate everything you do for our children and I want you to know that if a few people are unhappy please keep in mind that there are many more that think you are great!
—Submitted by a parent


Posted February 8, 2014

I am proud to be a father of an OPA Champion. I am so thankful for the teachers that are dedicated to the success of my two children. The culture of the OPA campus is second to none. There are always people there, whether staff or parents, working hard for all of our students. I am thankful for the dedication of teachers, staff, and administration at the school. There is a reason I decided to remove my children from a school where many (not all) teachers only worked within their contract hours. The staff is phenomenal, and ultimately, I am thankful that the few staff members that did not want to be there decided to leave. I would not want my child to be educated by someone that was not completely dedicated to the school. Keep up all the good work. Maybe we should make every day staff appreciation day!!!
—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

955

Change from
2012 to 2013

-17

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

10 / 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

955

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

-17

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)

10 / 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)

10 / 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.

134 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
94%

2010

 
 
n/a
Math

The state average for Math was 65% in 2013.

134 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
99%

2011

 
 
95%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

142 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
84%

2011

 
 
82%

2010

 
 
n/a
Math

The state average for Math was 66% in 2013.

144 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
94%

2011

 
 
89%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

123 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
99%

2011

 
 
95%

2010

 
 
n/a
Math

The state average for Math was 72% in 2013.

123 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
98%

2011

 
 
96%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

114 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
92%

2011

 
 
86%

2010

 
 
n/a
Math

The state average for Math was 65% in 2013.

114 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
92%

2011

 
 
88%

2010

 
 
n/a
Science

The state average for Science was 57% in 2013.

115 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
98%

2011

 
 
92%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

108 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
95%

2010

 
 
n/a
Math

The state average for Math was 55% in 2013.

109 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
90%

2011

 
 
96%

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 60% in 2013.

104 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
95%

2011

 
 
96%

2010

 
 
n/a
Math

The state average for Math was 52% in 2013.

101 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
93%

2011

 
 
91%

2010

 
 
n/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.

Source: California Department of Education

Algebra I

The state average for Algebra I was 50% in 2013.

88 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
74%

2011

 
 
70%

2010

 
 
n/a
English Language Arts

The state average for English Language Arts was 57% in 2013.

98 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
95%

2010

 
 
n/a
General Mathematics (Grades 6 & 7 Standards)

The state average for General Mathematics (Grades 6 & 7 Standards) was 31% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

11 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
History - Social Science Grade 8 Cumulative

The state average for History - Social Science Grade 8 Cumulative was 52% in 2013.

99 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
90%

2011

 
 
89%

2010

 
 
n/a
Science

The state average for Science was 67% in 2013.

98 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
92%

2011

 
 
92%

2010

 
 
n/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.

Source: California Department of Education

English Language Arts

All Students96%
Females98%
Males94%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino97%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged96%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability98%
English learner100%
Fluent-English proficient and English only96%
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)92%
Parent education - college graduate98%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students97%
Females98%
Males96%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino95%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged96%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability97%
English learner100%
Fluent-English proficient and English only97%
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)96%
Parent education - college graduate95%
Parent education - graduate school/post graduate98%
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 Students76%
Females75%
Males77%
African Americann/a
Asian93%
Filipinon/a
Hispanic or Latino66%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged70%
Non-economically disadvantaged77%
Students with disabilityn/a
Students with no reported disability78%
English learnern/a
Fluent-English proficient and English only76%
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)76%
Parent education - college graduate83%
Parent education - graduate school/post graduate74%
Parent education - declined to state62%

Math

All Students91%
Females86%
Males95%
African Americann/a
Asian97%
Filipinon/a
Hispanic or Latino87%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)92%
Economically disadvantaged81%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only91%
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)87%
Parent education - college graduate94%
Parent education - graduate school/post graduate92%
Parent education - declined to state85%
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 Students92%
Females94%
Males89%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)91%
Economically disadvantaged88%
Non-economically disadvantaged93%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only95%
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)87%
Parent education - college graduate90%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Math

All Students95%
Females96%
Males94%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino92%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged92%
Non-economically disadvantaged96%
Students with disabilityn/a
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only97%
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)96%
Parent education - college graduate94%
Parent education - graduate school/post graduate97%
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 Students83%
Females94%
Males75%
African Americann/a
Asian89%
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)91%
Economically disadvantaged80%
Non-economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability87%
English learnern/a
Fluent-English proficient and English only85%
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)78%
Parent education - college graduate82%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students85%
Females86%
Males85%
African Americann/a
Asian95%
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)88%
Economically disadvantaged87%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability88%
English learnern/a
Fluent-English proficient and English only85%
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)78%
Parent education - college graduate82%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a

Science

All Students93%
Females100%
Males88%
African Americann/a
Asian95%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)94%
Economically disadvantaged93%
Non-economically disadvantaged93%
Students with disability73%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only93%
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)89%
Parent education - college graduate90%
Parent education - graduate school/post graduate97%
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 Students94%
Females95%
Males92%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)97%
Economically disadvantaged88%
Non-economically disadvantaged95%
Students with disability75%
Students with no reported disability96%
English learnern/a
Fluent-English proficient and English only95%
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)89%
Parent education - college graduate100%
Parent education - graduate school/post graduate97%
Parent education - declined to state93%

Math

All Students86%
Females89%
Males83%
African Americann/a
Asian100%
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)93%
Economically disadvantaged81%
Non-economically disadvantaged88%
Students with disability38%
Students with no reported disability93%
English learnern/a
Fluent-English proficient and English only88%
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)74%
Parent education - college graduate92%
Parent education - graduate school/post graduate97%
Parent education - declined to state80%
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

Algebra I

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

English Language Arts

All Students89%
Females88%
Males88%
African Americann/a
Asian94%
Filipinon/a
Hispanic or Latino86%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)85%
Economically disadvantaged91%
Non-economically disadvantaged88%
Students with disabilityn/a
Students with no reported disability92%
English learnern/a
Fluent-English proficient and English only89%
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)92%
Parent education - college graduate83%
Parent education - graduate school/post graduate88%
Parent education - declined to staten/a

Math

All Students85%
Females84%
Males84%
African Americann/a
Asian91%
Filipinon/a
Hispanic or Latino84%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged90%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability89%
English learnern/a
Fluent-English proficient and English only84%
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)85%
Parent education - college graduate76%
Parent education - graduate school/post graduate95%
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

Algebra I

All Students83%
Females80%
Males88%
African Americann/a
Asiann/a
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)79%
Economically disadvantaged74%
Non-economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability85%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduaten/a
Parent education - some college (includes AA degree)79%
Parent education - college graduate79%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

English Language Arts

All Students94%
Females92%
Males97%
African Americann/a
Asiann/a
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)100%
Economically disadvantaged92%
Non-economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability97%
English learnern/a
Fluent-English proficient and English only95%
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)90%
Parent education - college graduate98%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Studentsn/a
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disabilityn/a
English learnern/a
Fluent-English proficient and English onlyn/a
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Geometry

All Students100%
Femalesn/a
Malesn/a
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
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
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students94%
Females90%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino90%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)93%
Economically disadvantaged85%
Non-economically disadvantaged97%
Students with disabilityn/a
Students with no reported disability96%
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)90%
Parent education - college graduate100%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Science

All Students100%
Females100%
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino100%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)100%
Economically disadvantaged100%
Non-economically disadvantaged100%
Students with disabilityn/a
Students with no reported disability100%
English learnern/a
Fluent-English proficient and English only100%
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)100%
Parent education - college graduate100%
Parent education - graduate school/post graduate100%
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 »


Oops! We currently do not have any student 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.

Teacher resources

Special staff resources available to students Assistant principal(s)
Computer specialist(s)
Dance teacher(s)
ELL/ESL Coordinator
Gifted specialist(s)
Instructional aide(s)/coach(es)
Music teacher(s)
PE instructor(s)
Nurse(s)
Robotics/Technology specialist(s)
School psychologist
Special education coordinator
Speech and language therapist(s)
Foreign languages spoken by school staff Chinese (Mandarin)
French
German
Italian
Spanish
Read more about programs at this school
Source: Provided by a school official.

Awards

Academic awards received in the past 3 years
  • Top API Score in the County - 955 (2013)
  • 10/10 Statewide Rank (2012)
  • 10/10 Similar Schools Rank (2012)

Special education / special needs

Specific academic themes or areas of focus
  • Special education
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Specific academic themes or areas of focus
  • Technology
Staff resources available to students
  • Computer specialist(s)
  • Robotics/Technology specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Science lab
Clubs
  • Gardening
  • Recycling club
  • Robotics club
  • Technology club

Arts & music

Specific academic themes or areas of focus
  • Arts (all)
  • Music
  • Performing arts
Staff resources available to students
  • Dance teacher(s)
  • Music teacher(s)
School facilities
  • Music room
  • Performance stage
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
  • Theory
  • Vocal lessons / coaching
Performing and written arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • Graphics
  • Video / Film production
Clubs
  • Drama club
  • Drill team
  • Flag girls
  • Marching band
  • Student newspaper
  • Yearbook

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Bi-lingual or language immersion programs offered
  • Chinese (Mandarin)
  • French
  • German
  • Italian
Foreign languages taught
  • Chinese (Mandarin)
  • French
  • German
  • Italian
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • French
  • German
  • Italian
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
  • School psychologist
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Gardening
  • Martial arts (judo, tae kwon do, karate, etc)

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
Staff resources available to students
  • Gifted specialist(s)
Clubs
  • Debate
School leaders can update this information here.

School basics

School start time
  • 8:05 am
School end time
  • 3:15 pm
Before school or after school care / program onsite
  • Before school: starts at 6:00 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • Sue Roche
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (909) 248-0459

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Direct instruction
  • Gifted / high performing
  • Independent Study
  • STEM
  • Standards-based
  • Teacher-run
Specific academic themes or areas of focus

Don't understand these terms?
  • Arts (all)
  • Foreign languages
  • Music
  • Performing arts
  • Service learning
  • Special education
  • Technology
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Chinese (Mandarin)
  • French
  • German
  • Italian
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • Chinese (Mandarin)
  • French
  • German
  • Italian
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Assistant principal(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • Special education coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Chinese (Mandarin)
  • French
  • German
  • Italian
  • Spanish
Extra learning resources offered
  • Acceleration
  • Differentiated learning programs
  • Remediation
  • Tutoring
Transportation options
  • None
School facilities
  • Access to sports fields
  • Audiovisual aids
  • Computer lab
  • Garden/Greenhouse
  • Internet access
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Performance stage
  • Playground
  • Science lab
School leaders can update this information here.

Sports

Boys sports
  • Basketball
  • Flag football
  • Judo / Other Martial Arts
  • Soccer
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Flag football
  • Judo / Other Martial Arts
  • Soccer
  • Track
  • Volleyball

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
  • Theory
  • Vocal lessons / coaching
Performing arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • Graphics
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Boy scouts
  • Chess club
  • Community service
  • Cub scouts
  • Debate
  • Drama club
  • Drill team
  • Flag girls
  • Gardening
  • Girl scouts
  • Marching band
  • Martial arts (judo, tae kwon do, karate, etc)
  • Odyssey of the Mind
  • Recycling club
  • Robotics club
  • Student council/government
  • Student newspaper
  • Technology club
  • Yearbook
School leaders can update this information here.

Upcoming Events

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Photos

School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.
Notice an inaccuracy? Let us know!

5862 C St.
Chino, CA 91710
Website: Click here
Phone: (909) 464-2672

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