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Teacher quality
Principal leadership
Parent involvement
This school is amazing! What a terrific GATE (gifted and talented education) this school has and teachers that really care. Thie student body is well diversified. Outstanding PTA and FRKF (local kid's foundation) that make this school shine with extra programs most schools can't offer. The parents' involvement in this school is second to none. I have two boys that graduated from this school and they now straight A students - one of my kids is at OCSA (a charter performing arts high school and voted one of the best schools in the NATION). I also have a younger child at this school who loves it and is receiving the best education our tax dollars can offer. This is a community of smart, involved and kind people and this is reflected in the quality of the teachers and students alike. Anyone who doesn't like this school is an ANOMALY and obviously has their own individual issues. No school is perfect, but I feel like I gave my kid's the best by living in this community and sending them to this wonderful school.
—Submitted by a parent
My son has been at this school for two years and is doing quite well. The teachers and other staff members that I have met are great. Classes are a bit overcrowded, but I know that is true of most California public schools today. From what I have seen in my son's classroom, his teacher is doing the best and the most that she can. It helps that there is a lot of parent involvement here. It seems as if there is often at least one parent helping in the lower grade classrooms.
—Submitted by a parent
My son transferred here from Melinda Heights because SDC was overcrowded there and he was stuck in a class with horrible teacher. Since changing schools last year, he has matured so much and he is meeting grade level standards for the first time. We love Mr. Cuesta and the instructional aids. Thanks to great parent particiapation, the school is able to offer its large student population a variety of academic and extra curricular activities. Our SDC kids have great opportunities for inclusion in all of these.
—Submitted by a parent
I go to this school and i am going in to 6th grade. Being a bobcat has changed my life comepletly. There are ups and downs....but i met the best friends there.
Great school with great teachers --Mrs Liewer, Mrs Shoemaker (retired), Mrs McCarthy, Mrs Rubel (retired), Mrs Ray, Mrs McCurdy, Mrs Grove, Mrs Kimball and many more. Parent involvements also have made a difference in today's annual budget crisis.
—Submitted by a parent
Foothill Ranch Elementary has an incredible Assistant Principal who has made a remarkable difference in the culture, enriching the academic programs, and working with the Parent Community to create a positive school culture that is indicative of success. The Assistant Principal has been at Foothill Ranch since the 2010 school year and has literally transformed Foothill Ranch from a good school to an excellent school. She is the constant presence at the site and is the go to for most parents. My children absolutely love Foothill Ranch and I attribute this to the teaching staff and the leadership of the Assistant Principal.
—Submitted by a parent
A school of excellence in the SVUSD district. Smart boards in every classroom. State-of-the-art technology and new cloud system students can bring laptops to school for some classes. This school benefits from an active PTA and a excellent Foundation. Private funds from the community keep this school operating at top-notch while other schools are suffering in this budget crisis state. Great teachers and parent involvement!
—Submitted by a parent
I'm the grandmother of two boys who have attended this school. The now 14-year-old had straight A's from 4th grade and on through Intermediate school thanks to the great teachers at Foothill Ranch. The younger boy is in the 6th grade and also has had straight A's. The teachers at this school are invested in giving the kids the best they have to offer.
—Submitted by a parent
Great support by teachers and parents. The communication between teachers and parents is the best!
—Submitted by a parent
excellent teachers, excellent before & aftercare located on sight and partners with a school in Paris for a foreign exchange program
—Submitted by a parent
Great place for kids to learn about valuable academic subjects, how to be creative, and how to discover what they love!
—Submitted by a parent
Foothill ranch elementary school is an excellent school. My son is in 1st grade.He love his school very much. The teacher s are so cooperative, helpful, and understandable. They always try to help their student. They are just excellent.
—Submitted by a parent
my son is in kindergarten his teacher is ms. williams he absolutly loves her class. He loves going to school every day it is a great school. With lots of great parents
—Submitted by a parent
Foothill Ranch Elementary School is an excellent school. There is a lot of parent involvement. I have 2 kids - one in 6th and the other in Kindergarten. They absoluately love it. The teachers and administrators are just amazing.
—Submitted by a parent
Outstanding school, I have a son in 2nd grade and a daughter in 1st. They have been in FRE since they were in preschool, no complains whatsoever. The parent involvement is awesome, and the teachers are excellent, and the administration is top notch
—Submitted by a parent
I wentto this school the year it first opened and have watched my siblings go through this school as well. My youngest sibling will be going in to the third grade and is hoping to get the same teacher our Brother had (who is now 22). The school is like one big family and my goal is to raise my kids at this school as well. The teachers are awesome although I would agree at times it seems like the quantity takes over the quality. Great school! Extremely friendly administration. They remember many kids who come back to visit and that's because they get to know everyone on such a personal level. Parent involvement is amazing too!
My children came to this school in Kindergarten and we have been here 5 years now. We love the teachers, the staff and administration. Our principle and Vice Principle are not only professional, but kind, compassionate and loving. They are alwasy available and on campus. They deliver birthday wishes daily to our students. Our office staff is the BEST! They are helpful, loving and on top of things. They work so hard to make out school what it is. OUr teachers strive to not only teach, but take each child as an individual person. We offer great programs: art masters, computer lab, chorus for the upper grades, but music for all grades. We also offer enrichment programs after school. I can go on and on about what an amazing school we have. We also have outstanding parent involvment and PTA !
—Submitted by a parent
FRE is a great school. The teachers are nurturing and caring; following the fine example of the school's principle. The staff is one of the finest and friendly bunch...they often participate in various activities with the students to raise awareness or to form cohesiveness. It is one great big family made up of children and adults from various backgrounds.
—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 58% in 2012.
164 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
164 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 English Language Arts was 48% in 2012.
171 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
170 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 English Language Arts was 67% in 2012.
158 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
158 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 English Language Arts was 63% in 2012.
188 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
187 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
187 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 English Language Arts was 59% in 2012.
173 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
171 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 | 76% |
| Females | 79% |
| Males | 73% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 79% |
| Students with disability | 38% |
| Students with no reported disability | 79% |
| English learner | 72% |
| Fluent-English proficient and English only | 77% |
| 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) | 65% |
| Parent education - college graduate | 71% |
| Parent education - graduate school/post graduate | 84% |
| Parent education - declined to state | n/a |
| All Students | 76% |
| Females | 77% |
| Males | 77% |
| African American | n/a |
| Asian | 94% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 73% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 79% |
| Students with disability | 38% |
| Students with no reported disability | 80% |
| English learner | 80% |
| Fluent-English proficient and English only | 76% |
| 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) | 65% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 84% |
| 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 | 68% |
| Females | 73% |
| Males | 61% |
| African American | n/a |
| Asian | 85% |
| Filipino | n/a |
| Hispanic or Latino | 62% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 65% |
| Economically disadvantaged | 29% |
| Non-economically disadvantaged | 71% |
| Students with disability | 32% |
| Students with no reported disability | 72% |
| English learner | 56% |
| Fluent-English proficient and English only | 68% |
| 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) | 50% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 84% |
| Females | 83% |
| Males | 85% |
| African American | n/a |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 59% |
| Non-economically disadvantaged | 87% |
| Students with disability | 72% |
| Students with no reported disability | 86% |
| English learner | 69% |
| Fluent-English proficient and English only | 86% |
| 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) | 68% |
| Parent education - college graduate | 88% |
| Parent education - graduate school/post graduate | 88% |
| 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 | 92% |
| Females | 93% |
| Males | 91% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 88% |
| Fluent-English proficient and English only | 93% |
| 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) | 87% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 95% |
| Males | 94% |
| African American | n/a |
| Asian | 97% |
| Filipino | n/a |
| Hispanic or Latino | 92% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | 100% |
| Fluent-English proficient and English only | 94% |
| 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) | 82% |
| Parent education - college graduate | 99% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 90% |
| Females | 87% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 68% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 91% |
| Students with disability | 73% |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 87% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 85% |
| Males | 81% |
| African American | n/a |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 83% |
| Students with disability | 67% |
| Students with no reported disability | 84% |
| English learner | n/a |
| 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) | 77% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 93% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 83% |
| Non-economically disadvantaged | 97% |
| Students with disability | 93% |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 97% |
| 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) | 93% |
| Parent education - college graduate | 99% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 81% |
| Females | 81% |
| Males | 80% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 82% |
| Students with disability | 57% |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 56% |
| Parent education - college graduate | 85% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | n/a |
| All Students | 66% |
| Females | 59% |
| Males | 75% |
| African American | n/a |
| Asian | 80% |
| Filipino | n/a |
| Hispanic or Latino | 56% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 66% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | 68% |
| Students with disability | 58% |
| Students with no reported disability | 66% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| 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) | 42% |
| Parent education - college graduate | 72% |
| Parent education - graduate school/post graduate | 79% |
| 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
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 2
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
Asian
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 - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 67% | 28% | ||
| Asian | 14% | 8% | ||
| Hispanic or Latino | 9% | 49% | ||
| Multiple or No Response | 5% | 3% | ||
| African American | 2% | 7% | ||
| Filipino | 2% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 5% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 3% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 34% | 85% | ||
| Korean | 15% | 1% | ||
| Vietnamese | 12% | 2% | ||
| All other non-English languages | 9% | 1% | ||
| Mandarin (Putonghua) | 7% | 1% | ||
| Farsi (Persian) | 6% | 0% | ||
| Japanese | 6% | 0% | ||
| Arabic | 3% | 1% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Gujarati | 3% | 0% | ||
| Hindi | 1% | 0% | ||
| Polish | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 25 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 13 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1 Torino Drive
Foothill Ranch,
CA 92691
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Phone: (949) 470-4885
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