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Teacher quality
Principal leadership
Parent involvement
I just love this school ! I have a boy that has IEP's and this is the BEST school for his special needs. They have an awesome team and always there to assist him and help him be the best him he can be. The after school homework is great and Ms. Fernandez (Special Day Class) is the BEST TEACHER ever ! She always keeps me informed of anything that needs to be addressed. Ans really goes the extra mile for her kids.
—Submitted by a parent
I LOVE THIS SCHOOL!!! I am an eighth grader and the thing i love most abouit the school is that 99.9% of the teachers care about each and every student and will do there best to make sure that they do the best they can. I had a great year as a seventh grader and this year has been just as amazing as well, if not, better :)))
I was so happy with this school! As with anywhere, there are great & not as great teachers. We were involved with a few that I would not label as a favorite, but only due to one being unorganized and another that my child didn't "connect" with. BUT I was fortunate to witness the best teacher I have ever seen in my life....Dr. Inman. I was so impressed with his teaching skills, his ability to interest the kids and the personal experience we had with turning a non interested child (in the subject) into an A student who discussed what was learned as part of daily conversation! I wish they could clone his DNA! As for homework, with all honors, I was actually impressed with the homework being very manageable and less than I had expected. The office staff, the grounds staff....everyone is wonderful to deal with! I have had no experience with principal/vice principal/counselors so I can't comment. I would HIGHLY recommend this school to anyone! Parents who maintain active involvement in their children's academic career will thrive in this environment!
—Submitted by a parent
I hated this school! People say we got first place in Pentathlon, yea, but in devision 3!!!! Which hardly counts! THe catholic private school nearby got 3rd in division 1, and thats wayyyyyy better than us! And we only two electives a day which is like wasting 90 minutes of class! I learned to cut wood... how is that going to be beneficial in my future! And our english/lit program is one class. At the private school its two separate classes! I wish I went there!!!!! And on one other persons comment, it says we have the highest STAR rankings in our district, well we only have one other middle school in our district! And the private schools are in an independent thing, and they take a different test!!! Don;t go here!!!
—Submitted by a parent
This is the best school anywhere. The teachers are great, they don't force us around.. Not to mention we have the best athletic teams and educational teams, (while others study 5 or more months for the Penthathlon, we studied for less that a month and received 1st place with over 100 medals) not to mention we got the highest STAR test ranking scores in the District, woooot go LIONS.
—Submitted by a parent
Well i go to lexington and i love it great techers, great education,great friends. i love everything of this school it is awsome. tachers want you to do well. they will be strict if they have too. Best school ever
—Submitted by a student
Like any campus there are teachers that really care and some that don't. They don't respond to emails but will talk to you if you drop by the office. Overall they expect you to be grown up and know everything that's written down somewhere. With 30 kids per class, there isn't much individualized attention. Starting with matriculation, it looks like an efficient farm.
—Submitted by a parent
Great teachers, great admin, great staff, great students, great parents
—Submitted by a teacher
In my personal opinion this school it is excellent. It it also true that they have a lot of homework but the kids learn a lot and my son had a great year there. We are so happy with the school, teachers and staff.
—Submitted by a parent
Not so good of a school. Teachers give too much home work.
—Submitted by a parent
i was a past student and i enjoyed going so much. It was the best couple years of my life. I met amazing friends that changed my life!
—Submitted by a student
My oldest daughter is almost ready to graduate from Lexington and I have been very pleased with the staff and extracurricular activities. She has grown so much academically and emotionally because of great teachers and wonderful learning environment. I look forward to the next two years where my youngest daughter will be attending Lexington and she will get to fully enjoy all the construction that has take so very long to complete but in the end the campus is beautiful!
—Submitted by a parent
Lexington has been through alot of construction in the 2005 and 2006 year but it really has paid off. The future generations at the school will have a great time learning the the newly renovated rooms.
—Submitted by a student
We are in our first year at Lexington. First impressions are important. Principal and staff seem to be very prepared and professional. The campus is under construction and causes some problems but I've not heard many complaints from my kid. We will keep I close eye out for the future.
—Submitted by a parent
A school devoted to showing special treatment for those who are in their little circle. Typical small town bias towards students who are new to the district.
—Submitted by a parent
Lexington Junior High is a top-rated school and I am happy to have my children go here. The administration is wonderful and the teachers are helpful and know their material well. My children have been able to participate in many after school activities and the school, despite going through major construction, offers many activities for its students. This school maintains its high standards and it shows with its API scores. Go Lions!
—Submitted by a parent
I have three children who attended Lexington last year. It was okay for my daughter, but wasn't the ideal school for my twin boys. Its a large school with a large student population and I felt that my kids got lost in the shuffle. The school is currently and has been under construction for the past two years.Consequently, to even be able to reach a teacher if you just had a question was a major ordeal. Most teachers didn't return calls for two days.There was not access to phone lines in any of the classes, my kids did not dress out for PE the entire year since they were renovating thelocker rooms and the first few weeks of school I had to call the principal to ask which water fountains worked.Report cards are generated through the district so it took atleast three weeks after the semester ended to receive their grades.
—Submitted by a parent
This school is wonderful and very well organized. The students are well-behaved and the administration and staff are professional.
—Submitted by a parent
Awesome school, well-trained and intelligent staff, and great programs offered for students.
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 59% in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
114 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
604 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
485 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
422 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
591 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
603 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
588 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 93% |
| Females | 96% |
| Males | 91% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 89% |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 92% |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 93% |
| Migrant education | n/a |
| Gifted and talented | 90% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 94% |
| All Students | 79% |
| Females | 84% |
| Males | 73% |
| African American | 65% |
| Asian | 88% |
| Filipino | 80% |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 77% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 83% |
| Students with disability | 30% |
| Students with no reported disability | 81% |
| English learner | 39% |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 79% |
| All Students | 60% |
| Females | 62% |
| Males | 57% |
| African American | 36% |
| Asian | 82% |
| Filipino | 69% |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 52% |
| Non-economically disadvantaged | 64% |
| Students with disability | 32% |
| Students with no reported disability | 62% |
| English learner | 45% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 64% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 61% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 58% |
| Females | 67% |
| Males | 50% |
| African American | 44% |
| Asian | 86% |
| Filipino | 75% |
| Hispanic or Latino | 43% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 44% |
| Economically disadvantaged | 51% |
| Non-economically disadvantaged | 61% |
| Students with disability | n/a |
| Students with no reported disability | 59% |
| English learner | 66% |
| Fluent-English proficient and English only | 58% |
| Migrant education | n/a |
| Gifted and talented | 76% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 59% |
| All Students | 78% |
| Females | 85% |
| Males | 70% |
| African American | 68% |
| Asian | 88% |
| Filipino | 81% |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 81% |
| Students with disability | 24% |
| Students with no reported disability | 81% |
| English learner | 51% |
| Fluent-English proficient and English only | 80% |
| Migrant education | n/a |
| Gifted and talented | 96% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 79% |
| All Students | 10% |
| Females | 7% |
| Males | 10% |
| African American | 8% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 5% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 11% |
| Economically disadvantaged | 10% |
| Non-economically disadvantaged | 9% |
| Students with disability | 3% |
| Students with no reported disability | 14% |
| English learner | 8% |
| Fluent-English proficient and English only | 10% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 11% |
| All Students | 95% |
| Females | 98% |
| Males | 91% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 85% |
| Non-economically disadvantaged | 97% |
| Students with no reported disability | 95% |
| Fluent-English proficient and English only | 96% |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 96% |
| All Students | 77% |
| Females | 80% |
| Males | 74% |
| African American | 73% |
| Asian | 89% |
| Filipino | 88% |
| Hispanic or Latino | 67% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 81% |
| Students with disability | 24% |
| Students with no reported disability | 82% |
| English learner | 52% |
| Fluent-English proficient and English only | 79% |
| Migrant education | n/a |
| Gifted and talented | 92% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 55% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 78% |
| All Students | 87% |
| Females | 88% |
| Males | 87% |
| African American | 64% |
| Asian | 93% |
| Filipino | 88% |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 89% |
| Students with disability | 49% |
| Students with no reported disability | 90% |
| English learner | 68% |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 88% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 35% | 28% | ||
| Asian | 28% | 8% | ||
| Hispanic or Latino | 16% | 49% | ||
| Multiple or No Response | 12% | 3% | ||
| Filipino | 4% | 3% | ||
| African American | 3% | 7% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 6% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 18% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Korean | 48% | 1% | ||
| Spanish | 38% | 85% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 2% | 1% | ||
| Russian | 2% | 0% | ||
| All other non-English languages | 1% | 1% | ||
| Arabic | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Cantonese | 1% | 2% | ||
| Hindi | 1% | 0% | ||
| Khmer (Cambodian) | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 10 | N/A | 11 |
| Average years teaching | 11 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 98% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4351 Orange Avenue
Cypress,
CA 90630
Website: Click here
Phone: (714) 220-4201
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