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GreatSchools Rating

Corona Fundamental Intermediate School

Public | 7-8 | 1195 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 4 ratings
2011:
Based on 6 ratings

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27 reviews of this school


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Posted April 1, 2014

NOT A GREAT SCHOOL!!! This school is run like a prison, especially the IB PROGRAM. I greatly discourage parents from entering their child into this ridiculous program no matter how intelligent they are. My son is very intelligent but he did not do well in the IB program. The expectations are extremely unrealistic for a middle school child. To be successful in such a program requires no social life, and forget about extracurricular activities. Many of the teachers use intimidation, and humiliation as a technique to get the children to do as they say. One particular World History teacher is praised by other staff members for her intimidating and strict personality. Beware of the IB history teacher! I always believed teachers are suppossed to protect, encourage and show a little compassion to our children, instead some CFIS teachers use their authority to bullly children. Do not expect the staff to protect your child from student who are also bullies.
—Submitted by a parent


Posted December 12, 2012

I am very happy with CFIS. This is my child's first year and so far so good. The staff is great, especially my child's spanish teacher who is always so patient, helpful and sympathetic. The curriculum is challenging and for the most part, I don't believe the school is too strict. I do believe children need structure, since this will help the kids prepare for the business / corporate world. In the beginning of the year, I felt bad for my child who had to lug around several heavy books and they had very limited time to go from class to class, but now some of the classrooms are providing classroom copies, so the poor kids don't have to carry as much books. Thanks for making it easier for the kids!
—Submitted by a parent


Posted May 9, 2012

If your child needs extra help with academics and is a discipline problem then CFIS would be a great choice for parents. The place is run like a prison and there is little respect for the students. My child was miserable here and we are going to our home school at the end of this year.
—Submitted by a parent


Posted March 14, 2012

I believe that CFIS is a great school. You have a group of staff members, not just teachers that have always greeted me with a smile while I have been on their campus. Our kids are different from the other kids in the middle school. I believe this because I think the CFIS staff holes higher expectations for their students.
—Submitted by a parent


Posted March 13, 2012

The review below is slanderous and without merit. To suggest that a WEB teacher, who is also a national trainer, would ever encourage or engage in bullying is ludicrous. All of the teachers at CFIS are highly qualified and CFIS has one of the lowest discipline statistics in the district, partly due to the dress code and strict rules parents sign when their students enroll, but mostly because of qualified, caring teachers. Any teacher who is not qualified or encouraging such ridiculous claims like bullying, would of course be dealt with swiftly by the administration or the district office.
—Submitted by a parent


Posted November 3, 2011

This is my son's first year at CFIS. So far, we are really please. My son is in the IB program. His grades have greatly improved. I contribute this to the great teachers and the structure. The homework though is a little over the top. sometimes takes him 3 hours to complete. Give the kids a break. overall, very pleased
—Submitted by a parent


Posted September 19, 2011

My son went to 7th grade and just started 8th grade here. We had to win a lottery to get him in AND we drive him across town. We're fed up - the "thug kids" that go to this school (from the not-so-great neighborhood) overshadows the academic program. We've had problems with bullying both years, problems with teachers being unprofessional, etc. We've talked to counselors and the principal multiple times and we walked away feeling like it was "them against us". We're pulling out immediately.
—Submitted by a parent


Posted April 10, 2011

I love this school!!!! My first year here was awesome. The teachers there are great and strict, but they can be really cool. Plus the band there is really good I am currently in two of the music programs and they are really fun. This school is the best middle school in the distrcit anybody who has the chance to go, Go!!!!


Posted March 22, 2011

I agree with the parent that said the school has terrible counselors. My child isnot disruptive and is well liked by his teachers. However, the two times I have encountered the counselors I found them to be rather ineffectual and one is rather hostile. The academics are strong, the dress code is a blessing, but God help you if you need the school counselors.
—Submitted by a parent


Posted February 27, 2011

Sounds like the parent who wrote "CFIS has the worst counselor" is one of those parents who blames everyone, but their child when their child is disruptive! Your child SHOULD be quiet in class! Quit enabling your troublesome child and thank you for pulling him out of CFIS so the rest of the students can have a better learning environment. CFIS is a great school with outstanding faculty who do care about the students!
—Submitted by a parent


Posted February 25, 2011

CFIS has the worst student counselor. The one I have dealt with was unprofessional. The teacher's are one sided. My child has been to Lincoln since 1st grade and has had a wonderful experience. I do not recommend CFIS for junior high unless your child is absolutely perfect and quiet in class. I have had to pull my son from the school because of the emotional abuse from staff's lack of support.
—Submitted by a parent


Posted April 14, 2010

what can i say i mean this was the best school i went to the thing tht ilove the most was the mixture of kids theres not one race tht goes to this school and the teachers are awesome
—Submitted by a student


Posted August 24, 2009

this school IS AWESOME IB helps alot and is strict. which is a good thing.. Teachers are strict but good and same with the Principal and administrator. tucking in shirts stink but it helps us be respectful and I respect it.
—Submitted by a student


Posted July 5, 2009

i really like this school because its like one big family and everyone knows each other....the principal and vice principal are great!!!!
—Submitted by a student


Posted May 16, 2009

CfIS is a great school, but I think they are too strict on the students. The P.E. teachers keep telling their classes to grow up, we have to tuck in our shirts which is stupid, and there are some teachers at the school that they should eliminate, because they are mean to everyone at all times. The only things I liked abot CFIS is that it taught me how to get straight A's and I met my BFF there.
—Submitted by a student


Posted October 22, 2008

This is an amazing school outstanding.


Posted August 2, 2008

poor communication, unorganized school schedule
—Submitted by a parent


Posted March 14, 2008

My child is in the 8th grade at this school Staff is Super. Their concern and care for the students is a priority. My child has enjoyed this school and we have had nothing but positive.
—Submitted by a parent


Posted June 20, 2007

Very poor school to home communication. My honor roll student had a huge drop in academics and no one contacted us. It was only after numerous attempts on my part did someone assist me. One teacher in particular was helpful but only after I was obviously annoyed. It's too bad that student achievement isn't more important. My son's overall experience at the school was O.K.'d We will not be sending our younger child there next year.
—Submitted by a parent


Posted April 14, 2006

Its a great school for academically inclined student. No much on the frills, parents must be willing to invest time and money to augment their student's education.
—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

831

Change from
2012 to 2013

-28

API Statewide Rank
(2012)

8 / 10

API Similar Schools Rank (2012)

5 / 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 did not meet all student subgroup API targets for 2013

This school's
API score

831

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

-28

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)

8 / 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)

5 / 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.
Algebra I

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

185 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
88%

2011

 
 
80%

2010

 
 
93%
English Language Arts

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

593 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
71%

2011

 
 
70%

2010

 
 
72%
Math

The state average for Math was 52% in 2013.

408 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
52%

2011

 
 
63%

2010

 
 
69%
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.

314 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
32%

2011

 
 
44%

2010

 
 
34%
English Language Arts

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

521 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
73%

2011

 
 
73%

2010

 
 
70%
General Mathematics (Grades 6 & 7 Standards)

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

41 students were tested at this school in 2013.

2013

 
 
2%

2012

 
 
4%

2011

 
 
14%

2010

 
 
n/a
Geometry

The state average for Geometry was 85% in 2013.

172 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
83%

2011

 
 
90%

2010

 
 
86%
History - Social Science Grade 8 Cumulative

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

535 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
65%

2011

 
 
66%

2010

 
 
55%
Science

The state average for Science was 67% in 2013.

519 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
77%

2011

 
 
84%

2010

 
 
72%
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

All Students84%
Females84%
Males85%
African American50%
Asian90%
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)85%
Economically disadvantaged83%
Non-economically disadvantaged85%
Students with disabilityn/a
Students with no reported disability84%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduaten/a
Parent education - high school graduate88%
Parent education - some college (includes AA degree)81%
Parent education - college graduate84%
Parent education - graduate school/post graduate85%
Parent education - declined to staten/a

English Language Arts

All Students66%
Females71%
Males61%
African American83%
Asian96%
Filipino94%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged51%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability66%
English learner2%
Fluent-English proficient and English only71%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate35%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)68%
Parent education - college graduate88%
Parent education - graduate school/post graduate91%
Parent education - declined to staten/a

Math

All Students52%
Females48%
Males55%
African Americann/a
Asian71%
Filipinon/a
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)66%
Economically disadvantaged45%
Non-economically disadvantaged63%
Students with disabilityn/a
Students with no reported disability52%
English learner21%
Fluent-English proficient and English only55%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate42%
Parent education - high school graduate39%
Parent education - some college (includes AA degree)57%
Parent education - college graduate75%
Parent education - graduate school/post graduate57%
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 Students23%
Females20%
Males26%
African Americann/a
Asian18%
Filipinon/a
Hispanic or Latino20%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)27%
Economically disadvantaged16%
Non-economically disadvantaged30%
Students with disabilityn/a
Students with no reported disability22%
English learner7%
Fluent-English proficient and English only23%
Migrant educationn/a
Gifted and talented47%
Parent education - not a high school graduate20%
Parent education - high school graduate16%
Parent education - some college (includes AA degree)23%
Parent education - college graduate31%
Parent education - graduate school/post graduate24%
Parent education - declined to staten/a

English Language Arts

All Students63%
Females66%
Males58%
African American76%
Asian93%
Filipino80%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)81%
Economically disadvantaged48%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability63%
English learner0%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate37%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)65%
Parent education - college graduate80%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

General Mathematics (Grades 6 & 7 Standards)

All Students2%
Females6%
Males0%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino3%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged3%
Non-economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability3%
English learnern/a
Fluent-English proficient and English only3%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate7%
Parent education - high school graduate0%
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 Students75%
Females71%
Males80%
African Americann/a
Asian96%
Filipinon/a
Hispanic or Latino67%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged74%
Non-economically disadvantaged75%
Students with disabilityn/a
Students with no reported disability75%
English learnern/a
Fluent-English proficient and English only75%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduaten/a
Parent education - high school graduate56%
Parent education - some college (includes AA degree)79%
Parent education - college graduate75%
Parent education - graduate school/post graduate83%
Parent education - declined to staten/a

History - Social Science Grade 8 Cumulative

All Students61%
Females57%
Males64%
African American82%
Asian90%
Filipino80%
Hispanic or Latino47%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)76%
Economically disadvantaged46%
Non-economically disadvantaged74%
Students with disability20%
Students with no reported disability62%
English learner8%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented96%
Parent education - not a high school graduate38%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)63%
Parent education - college graduate73%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Science

All Students70%
Females68%
Males73%
African American82%
Asian88%
Filipino79%
Hispanic or Latino60%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)84%
Economically disadvantaged56%
Non-economically disadvantaged83%
Students with disabilityn/a
Students with no reported disability71%
English learner5%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented99%
Parent education - not a high school graduate54%
Parent education - high school graduate53%
Parent education - some college (includes AA degree)72%
Parent education - college graduate81%
Parent education - graduate school/post graduate92%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 49% 51%
White 34% 27%
Asian 11% 11%
Black 4% 7%
Two or more races 2% 3%
American Indian/Alaska Native 0% 1%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2010-2011

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 42%N/A54%
Source: NCES, 2010-2011

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

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

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School basics

School Leader's name
  • Gina Boster
Special schedule
  • Year-round
Fax number
  • (951) 736-3417
School leaders can update this information here.

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1230 South Main Street
Corona, CA 92882
Website: Click here
Phone: (951) 736-3321

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