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GreatSchools Rating

Cox (James H.) Elementary School

Public | K-5 | 694 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 4 ratings
2012:
No new ratings
2011:
No new ratings

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Principal leadership

Parent involvement

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18 reviews of this school


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Posted August 28, 2014

The principal Patrick Ham is very insensitive, he looks over your shoulders, he talks like if owns the school. He doesn't even remember the face of the name of the students, which shows little respect. He could have a meeting with parents and a week after he doesn't even recall having that meeting. He sounds auto-sufficient and careless. Conversely, I had a good experience with my kid second year teacher. Good look if your are looking for a transfer, that Mr. Ham will not extend his hands or show any interest in helping you. If you go to his office you better grab a chair a have a sit because he won't even bothers in inviting you to have sit, lack of courtesy.
—Submitted by a parent


Posted June 23, 2014

We have two children at Cox since kindergarten; one just graduated 5th. Principal Ham stands at curbside in the morning and was involved with traffic flow improvements. Plays classical music in announcements. Assembled flag-football tournaments. Weekly voicemails about events and to provide hearty breakfast on test days. Speeches to kids on importance of becoming good people; tells student how proud he is and warns parents the perils of summer slide . Have witnessed him pull a brat aside and speaking to him like a good parent. Constantly moving around got his finger on the pulse. These are a examples how Principal Ham thinks outside of the box . No question that he goes beyond his responsibilities and if these qualities do not make him outstanding, I don t know what the benchmarks ought to be. Your problem child is not the sole responsibility of school administrators, teachers nor the state. Words are free, criticize away but as a parent, take some responsibility because there's good chance you will eventually run out of people to blame.
—Submitted by a parent


Posted May 28, 2014

The Principal Patrick Ham is very much against thinking out of the box. If a child feels they need to be heard he ignorores them and encourages his Staff to do the same. Patrick Ham expects the parents to have the children enrolled at this school to be seen not heard. He insults Parents on a regular basis as too not making their children into the cookie cutter kids. If your child is expressive about their rights find a different school because you the parent will be called to the principals office on a regular basis. This principal has NO respect for working parents!!! Good luck if you are a single working Parent with a child that is to attend this school.
—Submitted by a parent


Posted November 8, 2013

Cookie cutter school looking for cookie cutter students. Quiet, wall flowers that don't ask questions, please apply.
—Submitted by a parent


Posted October 28, 2013

I have three children going to this school and we have had nothing but a positive experience. Mr. Ham (principal) is truly a caring individual and leader. Our son had some behavioral issues early on but we found that Mr. Ham communicated with us the issues at hand effectively without making us feel bad or embarassed and listened to all of our concerns with patience. Now our boy is well-adjusted and doing great. Very impressed by how he handles all the "small" and "big" issues at this school. Staff is great as well. Highly recommend!
—Submitted by a parent


Posted October 8, 2013

*** TRANSFERS BEWARE. This school accepts all transfer requests so that they have a full roster. They look excellent- on paper. Our family lives on the boundary between the GG and FV School District, but since our after school program was next to this school, we requested an intra district transfer. Yes, my son isn't an angel. He had a rough time transitioning to Kindergarten. However, our interactions quickly went south, when we requested a speech evaluation for our child. Within two weeks, the "caring" principal demanded a behavior contract for our child (which he had my son sign, without his parents being in attendance). I was amazed on how smoothly he rejected every single proposal I made; he had already made up his mind that he didn't want us attending this school. We emailed the superintendent to see if this was the correct procedure, and we were told that someone would get back to us. They didn't, and I doubt they ever will. Thanks Cox, for letting us know, early on what matters to you: your funding and your test scores. Our children's education- not so much.
—Submitted by a parent


Posted January 27, 2013

I have two children at this school and have to say how impressed I am with the principle. Mr. Ham is caring and concerned about every student!! I see him daily, visit every classroom to see how the children are progressing. He knows each child by name and shows a genuine interest in making sure they are all healthy, happy, and learning to their fullest ability. Mr. Ham communicates with parents when needed and just to say 'hi'. He is at all school functions (nights and weekends). Much more 'above and beyond' than many of the other schools my children have been at!
—Submitted by a parent


Posted August 30, 2010

My son transferred in the 4th grade and had Mr. Masterson and then Mrs. Faulke in 5th grade. TERRIFIC TEACHERS! Very organized, supportive and encouraging teachers. They knew our sons strengths and areas of improvement needed, and helped him personally grow and excel. The school trips were well organized and well presented! We'll miss Cox this year!
—Submitted by a parent


Posted April 2, 2010

My daughter is in Kindergarden. The teacher/aids are unorganized, lack of communication (no parents teachers reationships)...No passion in teaching...
—Submitted by a parent


Posted March 27, 2009

As a parent I am extremely happy and grateful with the teachers at this school. The teachers extend beyond their duties to make sure children have a great learning experience. My daughter recognizes how much she has learned and says her teachers are 'good teachers'.
—Submitted by a parent


Posted November 19, 2008

This is the best public school in Orange county. My kids was taught well here.
—Submitted by a parent


Posted September 4, 2008

My son has been attending this school since kindergarden and he loves this school! I am really happy with the staff and the patience they have with the children.
—Submitted by a parent


Posted May 19, 2008

I have 2 children in this school for the past 3 years and find the teachers only willing to listen if you are in agreement with their plan/assessment of your child. If your child is cookie cutter or mainstream then the school serves your needs adequately, but if your child falls outside of the mold (gifted or in need of extra stimulation) there is little or no recognition or options. Average school for average children.
—Submitted by a parent


Posted June 29, 2006

We have been extremely pleased with Cox School. The positive environment has served to motivate our two children to strive to do their best. These efforts are recognized and rewarded by both teachers, principal and PTO on a regular basis. They have also enjoyed the music, art masters and science kit programs, many of which are funded by the active PTO also. I would like to see more sports options, but that is my only criticism and I assume it is due to budget constraints. I know that many people move into this area solely because of the excellent schools and Cox is meeting and exceeding these high expectations.
—Submitted by a parent


Posted March 12, 2006

Excellent school. I have 2 children that are now in jr. High that attended here, and I still have one here.
—Submitted by a parent


Posted August 28, 2005

I am actually fairly new to this school, however I have been very pleased with it. The staff is very kind and helpful and encourages parent envolvement, which I feel is very important.
—Submitted by a parent


Posted March 11, 2005

Lots of parental involvement, great programs. Wonderful Staff.
—Submitted by a staff


Posted March 5, 2005

Cox has a high level of parent involvement. The staff is encouraging of parent participation in the classroom. I've had success addressing any issues or concerns with the teachers and principal. They acted quickly to resolve the issue. I am very pleased with the overall experience my children are having at Cox elementary.
—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

903

Change from
2012 to 2013

-10

API Statewide Rank
(2012)

9 / 10

API Similar Schools Rank (2012)

7 / 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

903

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

-10

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)

9 / 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)

7 / 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.

108 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
81%

2011

 
 
65%

2010

 
 
72%
Math

The state average for Math was 65% in 2013.

108 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%

2011

 
 
78%

2010

 
 
78%
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.

139 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
78%

2011

 
 
64%

2010

 
 
52%
Math

The state average for Math was 66% in 2013.

139 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
78%

2011

 
 
76%

2010

 
 
67%
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.

116 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
83%

2011

 
 
82%

2010

 
 
81%
Math

The state average for Math was 72% in 2013.

116 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%

2011

 
 
88%

2010

 
 
76%
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.

127 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
82%

2011

 
 
71%

2010

 
 
69%
Math

The state average for Math was 65% in 2013.

126 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
70%

2011

 
 
75%

2010

 
 
64%
Science

The state average for Science was 57% in 2013.

127 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%

2011

 
 
80%

2010

 
 
74%
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 Students67%
Females73%
Males59%
African Americann/a
Asian81%
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)69%
Economically disadvantaged65%
Not economically disadvantaged68%
Students with disabilityn/a
Students with no reported disability68%
English learner74%
Fluent-English proficient and English only64%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)55%
Parent education - college graduate67%
Parent education - graduate school/post graduate93%
Parent education - declined to staten/a

Math

All Students86%
Females86%
Males86%
African Americann/a
Asian100%
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged86%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability88%
English learner90%
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 graduate83%
Parent education - some college (includes AA degree)77%
Parent education - college graduate88%
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 Students67%
Females70%
Males66%
African Americann/a
Asian74%
Filipinon/a
Hispanic or Latino55%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged60%
Not economically disadvantaged72%
Students with disabilityn/a
Students with no reported disability69%
English learner41%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate40%
Parent education - some college (includes AA degree)59%
Parent education - college graduate77%
Parent education - graduate school/post graduate75%
Parent education - declined to staten/a

Math

All Students85%
Females84%
Males86%
African Americann/a
Asian93%
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)82%
Economically disadvantaged74%
Not economically disadvantaged90%
Students with disabilityn/a
Students with no reported disability85%
English learner64%
Fluent-English proficient and English only89%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduaten/a
Parent education - high school graduate60%
Parent education - some college (includes AA degree)79%
Parent education - college graduate92%
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

English Language Arts

All Students73%
Females76%
Males70%
African Americann/a
Asian83%
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)68%
Economically disadvantaged47%
Not economically disadvantaged89%
Students with disabilityn/a
Students with no reported disability74%
English learner52%
Fluent-English proficient and English only78%
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)58%
Parent education - college graduate87%
Parent education - graduate school/post graduate94%
Parent education - declined to staten/a

Math

All Students85%
Females86%
Males85%
African Americann/a
Asian98%
Filipinon/a
Hispanic or Latino69%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)83%
Economically disadvantaged74%
Not economically disadvantaged92%
Students with disabilityn/a
Students with no reported disability85%
English learner81%
Fluent-English proficient and English only86%
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)74%
Parent education - college graduate94%
Parent education - graduate school/post graduate97%
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


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

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

Source: California Department of Education

English Language Arts

All Students78%
Females81%
Males74%
African Americann/a
Asian87%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)82%
Economically disadvantaged67%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability80%
English learner25%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate58%
Parent education - some college (includes AA degree)75%
Parent education - college graduate85%
Parent education - graduate school/post graduate86%
Parent education - declined to staten/a

Math

All Students79%
Females77%
Males82%
African Americann/a
Asian92%
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged67%
Not economically disadvantaged86%
Students with disabilityn/a
Students with no reported disability80%
English learner36%
Fluent-English proficient and English only83%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)78%
Parent education - college graduate86%
Parent education - graduate school/post graduate81%
Parent education - declined to staten/a

Science

All Students81%
Females84%
Males78%
African Americann/a
Asian85%
Filipinon/a
Hispanic or Latino77%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)79%
Economically disadvantaged76%
Not economically disadvantaged84%
Students with disabilityn/a
Students with no reported disability83%
English learner25%
Fluent-English proficient and English only87%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduaten/a
Parent education - high school graduate50%
Parent education - some college (includes AA degree)86%
Parent education - college graduate83%
Parent education - graduate school/post graduate90%
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
Asian 42%
White 26%
Hispanic 23%
Two or more races 5%
Black 1%
American Indian/Alaska Native 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 28%N/AN/A
English language learners 25%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Language learning

Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
School leaders can update this information here.

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School basics

School Leader's name
  • Patrick Ham
Fax number
  • (714) 378-4249

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School facilities
  • Computer lab
School leaders can update this information here.

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17615 Los Jardines East
Fountain Valley, CA 92708
Phone: (714) 378-4241

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