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GreatSchools Rating

Courreges (Roch) Elementary School

Public | K-5

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted May 4, 2014

I agree with previous statement! My son's 5th grade teacher has made every effort to avoid any communication with me; out of fear of demanding her to do her job! My son's resource teacher mrs. Gauldin has been more invested in my son's education plan than anyone else on campus.
—Submitted by a parent


Posted June 21, 2013

This school is going downhill quickly. They higher people that are not good at their jobs. The children are smarter than the people teaching them. Some of the teachers here don't care about teaching at all, it's just an easy paycheck and a stepping stone to something else. The awards that these terrible teachers get are a joke.
—Submitted by a parent


Posted April 24, 2013

My son has been attending school here since K, and is now in 3rd grade. The secretary is very rude and makes people feel that she is doing them a favor by addressing their requests. Being friendly is not part of her job description. The rest of the staff, including the principal Mr. Christensen, are wonderful, and try to address students' needs and parents' requests. I don't understand why Fountain Valley only provides GATE classes starting in 4th grade? The teachers are already trained and it shouldn't cost the district any extra money to provide a challenging curriculum for advanced students.Good school; expect that you will need to be VERY INVOLVED with your child's education. Most teachers (Belsito, Ostovarpour, Melcer, Workman) expect parents to either read daily with their kids, volunteer, and/or sign off daily on homework. You should of course also practice time tables and spelling words daily. If you expect the teacher to do all the teaching, then don't send your child to this school.
—Submitted by a parent


Posted July 8, 2012

My child is scheduled to start this September and I just want to say that, already, I have had 3 unacceptable incidents with the one of the office staff as well. She was demanding, rude and pleased that her office was closed twice before the time she stated (one of the days I left work early on purpose and arrived 15 minutes before I was told they would be). She seems to think she rules the roost. I wonder how aware the principal is of her behavior (he was not visibly present on the days I have been in)? Since we moved specifically to be in this district, I hope that this behavior improves. The atmosphere and impression of any institution is set on the image, impression and treatment given by the 'greeters'. Right now, I do not like how I have been treated so far and I had better not find out that my child is being spoken to/treated in that manner if she needs the services the SUPPORT STAFF are expected to provide.
—Submitted by a parent


Posted January 30, 2012

This is a fantastic school. My daughter has been in Courreges since kindergarten and is now in second grade. The quality of the teachers is phenomenal and that is reflected in the academic achievement of the children in this school. The classroom atmosphere is focused on studying and also on nurturing the individuality of each child. The teachers do a tremendous job of paying attention to every student in the classroom even if they have over 30 kids per class. The school has a great library, access to technology and teaching resources and because there are so many great parents who are willing to help, Courreges has thrived even in light of deep statewide budget cuts. My son is in a private pre-school and I cannot wait for him to go to Courreges next year. This school is much better than the private institutions and our children are very fortunate to have the opportunity to be a part of the Courreges family.
—Submitted by a parent


Posted January 28, 2012

My child is finishing 2nd year. I agree the school can definitely benefit fr a nicer front staff. Maybe it's just her strong personality; after all, she is the 1st person you see before entering the school. My son will be going to Newland school for pre-K, the adm staff is sweet. The teachers, favoritism is absolutely present, for kids whom parents volunteer. I m a PTA member, a FT working parent, fr the bottom of my heart, I applause those parents who able/willing to help out in the classroom. Fr a couple of school events I attended, I can see that they genuinely care about the kids. I guess it s okay that their kids get a little more attention fr the teachers; however, kids are very smart, they can sense that. My daughter loves school and her teachers. I am happy. As for fund raiser, every shool has it. I participate as much as I can (more so since I can t donate my time in the class room). The school gets lots of $ from the Jog-a-thon. However, your child can t go in to the prize room if he/she does not meet a limit of $150. We managed to raise about $100 for the last 2 years, but it s hard to tell your child why she does not get to go to the prize room.
—Submitted by a parent


Posted January 27, 2012

I also had a terrible experience with this school. The front office staff is unbelievable! I was spoken to rudely on the phone and in person. How can a Principal allow this to happen? How are the teachers allowed to speak to our children when we're not there? I know of atleast 5 other parents who had the same experience. The kindergarten teachers seemed qualified but not too compassionate.
—Submitted by a parent


Posted December 8, 2011

My son has been going to this school since he started Kindergarten. I am amazed at the input I have read so I needed to voice what I have seen at this school. I do not work so am able to help in the classroom. I have been so pleased with all the involvement from other parents and he has always loved his teachers. I could not be more pleased with this school and feel so thankful that he is there. The negative input that is bringing this school down has nothing to do with the teaching quality of the teachers. This is a great school!!
—Submitted by a parent


Posted August 25, 2011

I submitted my child's application based on API scores, reviews & meeting the principal. Her knowledge & advice was amazing. However my child was an interdistrict transfer & my experience was awful. The district was helpful but when it came to the admin staff at this school they were rude & unfriendly. I spoke to a particular individual on numerous occasions & she was consistently rude. I gave her the benefit of the doubt that she was having a bad day... but no, the treatment she gave me was consistently disgusting. She kept telling me that they are full and unlikely that there would be space. At one point we had an offer on a home in the district. I called to check the availability, she didn't know who I was, but she knew I would be living near the school. Then she was super nice and said they have not turned a resident away. I was shocked that someone discriminated so easily. I couldn't take the chance not having a space so I registered my child in private school. She called me in August to say the school has space. It gave me great pleasure to tell her that I don't need the space & I am so relieved that I don't have to speak to her or see her everyday at school.
—Submitted by a parent


Posted June 22, 2011

Overall, we were happy with the School, until we found out that one of our child's teachers was playing favorites towards some children of PTA parents. On the other hand she was ignoring and awfully unfair and very impatient toward some other students. Our child sensed the unfair treatment by that teacher and was greatly affected by it. Fortunately, our child was treated fairly by the other teacher, who was there for the beginning of the week and always took initiative to solve problems among the youngsters.
—Submitted by a parent


Posted May 29, 2011

Mixed feelings on this one. Plan to spend plenty of time with your student after school. If you do not have the time bite the bullet, forgo the extended daycare at the school and go strait to a private school for the personal attention to your student. The parents here are warm and friendly. I did not participate in the PTA. The front desk and office manager is the worst experience of all..Poor listening skills and rude.The principle seems OK and communicates well with your questions and the teacher this year was great, however absent a great deal. I will be going private school next year for more personal attention to my student,longer class time and better focus,return on the fundraising.You are like a cash register at this at school
—Submitted by a parent


Posted July 8, 2010

Funny how some people see it different. This school has changed but changed but changed for the better. Change will be good for this school and it was time to get out of the old group and move some new blood in. The teachers are happy and the students will benefit even more. I think this will help with new parent involvement. The outgoing president was clueless and not following budget or time lines this year and hence a new person stepped up. The prior leadership did an outstanding job by opening the doors of communication with us staff members..
—Submitted by a teacher


Posted April 1, 2010

The school is a solid school to have your kids in. It is very academic-oriented but teachers are good at finding balance in the classroom and the extra activities like music and art masters help greatly (although there is talk that district funding is threatening music which is awful). The PTA is a nightmare at this school-it's worse than the dynamics you'd see amongst middle school girls. A new president just suprisingly got elected for the next year by bringing friends to vote and has made it very clear he has no intentions of being around or active-and has a very abrasive nature which is causing extreme discord amongts parents and teachers who are questioning quality of the PTA. Things were finally getting on track with former PTA pres. stepping down and the vp stepping in-who was putting out fires & now it's all drama. Thank god for the teachers here.
—Submitted by a parent


Posted March 8, 2010

Overall, the school is as great as everyone says. I also agree with the observations about working parents not being able to get involved but I think that's probably normal. We were quite happy here until one of my kids started having some trouble acedemically. They basically told me to figure it out for myself. I got absolutely zero help from the school. Zero. Now I pay several hundred $$$ per month fopr an outside tutor. If I hadn't been able to do that my child would never have caught up. If you have great students and lots of time and don't have to work....you're going to be in great shape!
—Submitted by a parent


Posted March 4, 2010

I have become disappointed with Courreges these past few years. Academically it is good; however, parent involvement is no longer appreciated unless fundraising is involved. I think it's time for a change in leadership at Courreges.
—Submitted by a parent


Posted March 1, 2010

I can honestly say that when my older children went to Courreges it was great (10). It has gone down hill since. My son's education is not nearly as good, and the principal is very questionable. My son hates going to school..my other children loved Courreges. He's a good student and does not get into trouble. Lots of changes have been made since Ms. Bueller became principal. Glad to be gone next year!!
—Submitted by a parent


Posted March 1, 2010

I agree with the previous parent. As a whole Courreges in just not fun to be a part of since the current principal came. Parental involvement is not appreciated by her unless it has to do with fund raising. My child is doing above average and is happy there but the principal and former PTA president have alienated many parents.
—Submitted by a parent


Posted January 7, 2010

wonderful teachers and staff. very involved parents (although some parents a bit over-involved to the point of bullying other parents out of getting involved-former pta presidet was/is that-which is unfortunate as it is deterring parents from doing their share). Not very working parent oriented but there are many opportunities to try to get parents involved. have 3 kids-all happy here and so far so good!
—Submitted by a parent


Posted January 6, 2010

This is a great school I had the choice to send my child to miola or courreges, I am glad I put her in courreges. The teachers are wounderful, especially third grade. I am pleased with the decision that I made.
—Submitted by a parent


Posted January 5, 2010

The teachers are great. Academic expectations are very high. However, Courreges is not very friendly for working parents. All events happen during school hours such as; grade level musical peformances, PTA meetings, talent show etc. I have mentioned this to the principal but nothing has changed.
—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

935

Change from
2012 to 2013

+2

API Statewide Rank
(2012)

10 / 10

API Similar Schools Rank (2012)

4 / 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

935

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

+2

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 2012 and Spring 2013. 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)

4 / 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.

106 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
81%

2011

 
 
79%

2010

 
 
82%
Math

The state average for Math was 65% in 2013.

107 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
93%

2011

 
 
89%

2010

 
 
89%
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.

124 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
73%

2011

 
 
66%

2010

 
 
72%
Math

The state average for Math was 66% in 2013.

125 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
89%

2011

 
 
84%

2010

 
 
85%
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.

145 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
89%

2011

 
 
87%

2010

 
 
89%
Math

The state average for Math was 72% in 2013.

146 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
95%

2011

 
 
86%

2010

 
 
86%
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.

156 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
86%

2011

 
 
90%

2010

 
 
89%
Math

The state average for Math was 65% in 2013.

157 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
81%

2011

 
 
88%

2010

 
 
85%
Science

The state average for Science was 57% in 2013.

156 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
92%

2011

 
 
87%

2010

 
 
95%
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 Students81%
Females86%
Males76%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino57%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged50%
Not economically disadvantaged86%
Students with disability31%
Students with no reported disability88%
English learner63%
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)70%
Parent education - college graduate79%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students88%
Females86%
Males89%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino64%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged64%
Not economically disadvantaged91%
Students with disability57%
Students with no reported disability92%
English learner75%
Fluent-English proficient and English only90%
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)78%
Parent education - college graduate89%
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

English Language Arts

All Students77%
Females86%
Males68%
African Americann/a
Asian81%
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)76%
Economically disadvantaged68%
Not economically disadvantaged79%
Students with disabilityn/a
Students with no reported disability79%
English learnern/a
Fluent-English proficient and English only79%
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)63%
Parent education - college graduate83%
Parent education - graduate school/post graduate78%
Parent education - declined to staten/a

Math

All Students97%
Females100%
Males96%
African Americann/a
Asian97%
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)97%
Economically disadvantaged96%
Not economically disadvantaged98%
Students with disabilityn/a
Students with no reported disability98%
English learnern/a
Fluent-English proficient and English only98%
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 graduate98%
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

English Language Arts

All Students92%
Females91%
Males92%
African Americann/a
Asian97%
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)88%
Economically disadvantaged73%
Not economically disadvantaged94%
Students with disabilityn/a
Students with no reported disability93%
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)92%
Parent education - college graduate92%
Parent education - graduate school/post graduate96%
Parent education - declined to staten/a

Math

All Students93%
Females91%
Males95%
African Americann/a
Asian97%
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)90%
Economically disadvantaged81%
Not economically disadvantaged95%
Students with disability82%
Students with no reported disability94%
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)93%
Parent education - college graduate97%
Parent education - graduate school/post graduate96%
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 Students81%
Females82%
Males81%
African Americann/a
Asian77%
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)83%
Economically disadvantaged56%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability82%
English learnern/a
Fluent-English proficient and English only84%
Migrant educationn/a
Gifted and talented95%
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 graduate88%
Parent education - graduate school/post graduate84%
Parent education - declined to staten/a

Math

All Students87%
Females88%
Males86%
African Americann/a
Asian87%
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)86%
Economically disadvantaged72%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability88%
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)61%
Parent education - college graduate99%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Science

All Students88%
Females88%
Males89%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino93%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)90%
Economically disadvantaged75%
Not economically disadvantaged91%
Students with disabilityn/a
Students with no reported disability91%
English learnern/a
Fluent-English proficient and English only90%
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 graduate94%
Parent education - graduate school/post graduate91%
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
White 48%
Asian 34%
Hispanic 10%
Two or more races 4%
American Indian/Alaska Native 1%
Black 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 12%N/AN/A
English language learners 12%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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18313 Santa Carlotta
Fountain Valley, CA 92708
Phone: (714) 378-4280

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