GreatSchools Rating
Special education
The school has not provided this information yet.
In the know: Get our expert advice on schools
Share with friends! Post your opinion of Acacia Elementary School on Facebook.
Teacher quality
Principal leadership
Parent involvement
This school could be great. Get rid of the rude front office staff, get a school nurse and focus more on the student body as a whole as opposed to only focusing on the kids in the GATE program, offer more creative outlets and this school would be EPIC. The principle is nice enough, the students are nice and friendly, the teachers I have spoken to have been nice and well prepared to educate our kids. My son has excelled academically here, but this school frowns upon creative thinkers. They have a wonderful guitar lesson program that is self paid, but completely worth it and the after school program is good. The IEP program is wonderful and has a very attentive staff. If you don't mind your child being expected to act like a robot, this school would be good for you. If your child is more creative and athletic, then you might have some issues.
—Submitted by a parent
I saw the previous review and had to write one myself. Yes, I agree my 4th grader has a lot of homework in the Gate Class, but I have been completely impressed by the thoughtfulness of the homework given and how it makes her think in depth. Not for one minute have I thought of my kids as being robotic at Acacia. They are certainly free to pee and be "kids". I have been a part of the school now for 6 years. My 6th grader does have less homework than my 4th grader. I think the homework load just varies by teacher. He is doing very well, with advanced benchmarks and CST's. I think each teacher has their own personal style in regards to the amount of homework given. What has probably impressed me most about my 6th grader s teacher this year, is the way she has motivated him this year to read! I can see he truly enjoys it. I am grateful for ALL of the teachers at Acacia. I think it is important to go way beyond the scope of these ratings and talk to several parents at the school. I have very high standards and also want my kids to above all enjoy learning and have excellent teachers. I have found this at Acacia and highly recommend this school!!!! Submitted by a parent
—Submitted by a parent
Two of my kids attend this school (1st and 4th grade). My kids basically like this school and like most of their teachers. Acacia gets plenty of press on how extraordinary it is, so I'll skip my favorite things and address the 2 main things that my kids and I mutually dislike. First, Acacia's "behavioral enhancement" discipline system is very frustrating. I don't like how kids are rewarded for being silent obedient robots and publicly penalized for ridiculous little things like needing to pee or standing 10 inches out of line. Sure, a kid who hits another kid should get in trouble, but needing to pee? Crazy. Second, homework is totally out of control. MY 1st grader spends 2 hours per day completing boring and monotonous worksheets??? My 4th grader typically spends 3 hours on hers and regularly states that she "hates homework". She is only 10 year old!. If you have spirited and creative kids who thrive in a nurturing and whole-child approach, think carefully about Acacia. Rolling Hills might be a better choice. But, if your kids thrive in a structured and academically rigorous setting where performance trumps personality, Acacia might be a better place for them.
—Submitted by a parent
Acacia is rated #1 school of all the schools in Ornage County. Hats off to the principal, teachers, parents and students.
—Submitted by a parent
Back to school, and once again, I m reminded how blessed we are to have our children attending Acacia. The children are happy and motivated, the teachers are amazing, and the principal is fostering a wonderful environment for the students. The test scores at Acacia are an objective measure, and the results are great; add to that, the children are happy and nurtured, challenged and inspired. Moreover, the parent involvement continues to foster an overall great community. It seems the entire community at Acacia is focused on moving our school even further down the positive and successful road we are on. The improvements to the school and the support to the teachers that the principal has managed in the two years she s been with us are truly remarkable. I am grateful for her vision, dedication, and motivation to continue to foster achievement and progress amongst the students, and ensuring Acacia is an outstanding school. So happy for another great year!!
—Submitted by a parent
Acacia school recently receive the honor of being one of the few schools in California to be titled a California Distinguished School. I was never really interested in school's scores or awards before my children began attending school, but the more I learn about the outstanding score and awards Acacia has received, I am so glad and proud that my children attend such an amazing school! Not only are my children getting an exceptional education, they are forming great friendships and very fond memories. And being part of the parent community has been a wonderful experience for me. Acacia is our "home school" but I understand why we have so many "transfer" students. Who wouldn't want to attend Acacia?
—Submitted by a parent
There are many exciting recent developments happening at Acacia. This fall the school will launch the Acacia Elementary School Foundation, committed to raising money in order to provide needed and valuable resources for Acacia s students. These resources include meeting the Fullerton School District s goal of providing 21st Century Learning by placing technology in the hands of students for the purposes of enhancing learning in the classrooms (such as laptops, iPads, iTouches, interactive white boards, etc.) In addition, the Foundation hopes to assist in funding the physical education program, and to provide more opportunities for field trips and other enriching experiences historically funded by the school district. The teaching staff and principal at Acacia are top-notch. The parent community is highly involved and committed to supporting the education of their children. Our family is very happy to be there and we have gotten to know many fabulous people.
—Submitted by a parent
We were a little nervous about making the transition from a private to public school. We had attempted once in a blue ribbon school district and had never been more upset and disappointed about what the blue ribbon school had to offer our children. After many sleepless nights of thinking about our children s educational goals we decided we would move to Fullerton and send our children to Acacia. This was the BEST decision we have ever made for our kids! There was a great principle last year, we did not get to know her too much, but this year we have a FABULOUS new principle. She is so interactive with the children, staff and parents. She is easy to talk with and her number one priority is the well being and education of our children. Acacia is a wonderful mix of families from the community, after just a few months of living here we felt like a part of the community. We love Fullerton and all of our new friends. We have raised our children in so many different communities due to my husbands work and never before have we felt such a sense of community. We have two kids at Acacia and our third will attend Acacia in just a few years. We have LOVED every teacher!
—Submitted by a parent
The new principal is outstanding. She cares deeply about the children of Acacia, their learning, and their safety. She is a fabulous instructional leader. She re-emphasized the importance of volunteer sign-in procedures at the office for school safety, she facilitates parking lot drop-off and pick-up every morning and afternoon to ensure traffic safety, and the children are finally eating their lunches due to the rule that kids sit for 10 minutes at the lunch tables prior to going to the playground. She is on playground duty every day, developing warm and supportive relationships with the children. She gets full credit for finally ushering a very low performing teacher out. She returns every phone call and email within 24 hours, is extremely warm, welcoming, and very intelligent. She has an open door policy and gives of her time to any parent that would like to meet wit her. She is working hard to bring the latest technology into the classrooms. She is an active runner herself and is very committed to the physical fitness of children. I can't say enough about her and we are extremely fortunate to have such a wonderful principal at Acacia.
—Submitted by a parent
I can't say enough about Acacia Elementary. The standard of education here is excellent. They conduct rigorous periodic testing of new material, have a great GATE program, the teachers have regular workshops and the ones we've had have been so organized and dedicated to what they are there to do. The PTA is incredibly on the ball too with so many organized activities and events. There is always a school activity the family can look forward to, especially, of course, the Ice Cream on Fridays. In addition, the principal, Mrs. Faassen, is truly hands-on and involved in every way. Every Sunday night, my home phone rings with her voice, summing up the upcoming week's events and reminders. You can't get any more personal than that. It's no wonder it is a California Distinguished School and National Blue Ribbon recipient. Importantly though, my kids are happy and thriving all-around.
—Submitted by a parent
I am somewhat annoyed with how the school is fighting so hard to save their P.E. program. The kids do have a fabulous P.E. teacher, but if they didn't have him, they could make it work anyway. Whe I was in school, we played kickball, handball, tag football, relay races, softball, basketball, etc...ALL organized by our regular teachers. It's grade school, not junior high or high school. The kids are active enough at recess every day. Two days of organized activities is not going to make any difference as far as childhood obesity goes. Put the money into arts and music instead...or nutrition education. But I'm tired of doing all of these fundraisers to save someone's job. I've got an unembployed husband at home...this is life. And I agree about the disorganization with a couple of the teachers, but for the most part, they are all excellent.
—Submitted by a parent
We moved here this year and love this school! The leadership is first rate! I have two daughters and they both love their teachers and fit in immediately upon transfer from another school. I just wish I had more time to help the fabulous parents!
—Submitted by a parent
The new intern principal has brought back the life at Acaica and up the moral of the teachers. Now Acaica can get back to where it use to be. If you are not happy with something than write to your district they do listen.
—Submitted by a parent
This is the only school my children have attended throughout their lives. I feel that Acacia has top staff that devote much time, energy and dedication to their students. I disagree with the opinions regarding our Principle. She has done a wonderful job with the school and our children. I hear all the complaints regarding parent involvement. I blame the parents! Parent involvement has always been welcomed at Acacia. It is the responsibility of the parents to get themselves involved with their children and the school. The Principle has done a wonderful job and I applaud her.
—Submitted by a parent
Last year was our first year at this school,I feel that the teacher's are great but they do not like any changes, some times we need a change to see what works for all of us. It is all about the kids and the more involved as parents the better the chances our children have.
—Submitted by a parent
This is a very friendly school. Teachers know their job. The school is clean and organized.
—Submitted by a parent
Good, caring environment. Teachers are helpful and communicative. Has typical problem of overcrowding.
—Submitted by a parent
I agree that there are many wonderful aspects to Acacia. My daughter is finishing her 1st year there and is progressing very quickly academically thanks to a great teacher and has made many nice friends. I believe the office staff could use some improvement. As the 1st impression of the school, one person in perticular is often quite rude and disinterested in helping parents with questions and information. The principle does seem a bit detached or at least not very visibally involved. Overall, I like the school and believe it is one of the best in Fullerton.
—Submitted by a parent
I have enjoyed having my daughter at Acacia. She has made several new friends. The teacher she has this year is wonderful. The office staff is polite. My only concern is lack of principal involvement.
—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.
94 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
94 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.
89 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
90 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.
84 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
84 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.
75 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
76 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
75 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.
103 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
104 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 | 89% |
| Females | 89% |
| Males | 89% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | 85% |
| Fluent-English proficient and English only | 90% |
| 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) | 83% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 91% |
| Females | 91% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 93% |
| Economically disadvantaged | 91% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | 90% |
| Fluent-English proficient and English only | 92% |
| 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) | 86% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 72% |
| Females | 81% |
| Males | 62% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 53% |
| Non-economically disadvantaged | 75% |
| Students with disability | n/a |
| Students with no reported disability | 72% |
| English learner | 50% |
| 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) | 70% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 72% |
| Parent education - declined to state | n/a |
| All Students | 92% |
| Females | 91% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 82% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 87% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | 86% |
| Fluent-English proficient and English only | 93% |
| 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) | 88% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 92% |
| 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 | 91% |
| Females | 94% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 81% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 88% |
| Males | 91% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 84% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 78% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 85% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 89% |
| Females | 87% |
| Males | 92% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | 84% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| 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) | 95% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 92% |
| Parent education - declined to state | n/a |
| All Students | 93% |
| Females | 90% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 91% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 90% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 93% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 100% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 92% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 90% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | 95% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| 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) | 100% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 100% |
| 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 | 91% |
| Males | 89% |
| African American | n/a |
| Asian | 96% |
| Filipino | n/a |
| Hispanic or Latino | 83% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| 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) | 94% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 89% |
| All Students | 86% |
| Females | 84% |
| Males | 87% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 83% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 71% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | 89% |
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 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
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 48% | 27% | ||
| Hispanic | 27% | 51% | ||
| Asian | 18% | 11% | ||
| Two or more races | 4% | 3% | ||
| American Indian/Alaska Native | 1% | 1% | ||
| Black | 1% | 7% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 17% | N/A | 54% |
| English language learners 2 | 12% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 39% | 85% | ||
| Korean | 14% | 1% | ||
| Gujarati | 10% | 0% | ||
| Mandarin (Putonghua) | 9% | 1% | ||
| All other non-English languages | 7% | 1% | ||
| Vietnamese | 6% | 2% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Rumanian | 3% | 0% | ||
| Russian | 3% | 0% | ||
| Dutch | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Punjabi | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 27 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | N/A | 11 |
| Average years teaching | 16 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| Specific academic themes or areas of focus |
|
| Instructional and/or curriculum models used |
|
| School start time |
|
| School end time |
|
| Before school or after school care / program onsite |
|
| School Leader's name |
|
| Gender |
|
| Is there an application process? |
|
| Fax number |
|
| Instructional and/or curriculum models used Don't understand these terms? |
|
| Specific academic themes or areas of focus Don't understand these terms? |
|
| Bi-lingual or language immersion programs offered Don't understand these terms? |
|
| Foreign languages taught |
|
| Transportation provided for students by the school / district |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
1200 North Acacia Ave.
Fullerton,
CA 92831
Website: Click here
Phone: (714) 447-7700
To start a new list, click OK. Otherwise click Cancel.
St. Juliana Falconieri School
Fullerton, CA
IvyCrest Montessori Private School
Fullerton, CA
Raymond Elementary School
Fullerton, CA
Eastside Christian School
Fullerton, CA
Commonwealth Elementary School
Fullerton, CA
Ruby Drive Elementary School
Placentia, CA
About GreatSchools
Our mission is to inspire and support families to champion their children's education - at school, at home and in their community. We are a national non-profit with offices in San Francisco, Milwaukee, Washington D.C. and Indianapolis.
Find the great schools in California
GreatSchools, Inc. 160 Spear Street, Suite 1020, San Francisco, CA 94105
©1998-2013 GreatSchools Inc. All Rights Reserved. GreatSchools is a 501(c)(3) not-for-profit organization
Thank you! You will begin to receive newsletters from us shortly.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to complete your registration.
Great work! Only one more step. Now we just need you to verify your email address. Please click on the link in the email we just sent you to submit your review.
Please click on the link in the verification email we just sent you to complete your change of email address.
Whoops! It looks like we still need to verify your email. To do so, please click on the link in the email we sent you. Can't find the e-mail? Click the button below and we'll send you a new one.
Thanks for registering. Welcome to GreatSchools, the largest online community committed to improving educational outcomes through parental involvement.
Thanks for verifying your updated email address.
Oops! You haven't verified your email address yet. To do so, please click on the link in the email we sent you. Can't find the email? Click the button below to receive a new one.
Oops! That email verification link has expired. Please click the button below to receive a new one.
Join GreatSchools to participate in the parent community and other discussions on our site.
Your review has been posted to GreatSchools.
Share with friends! Post your opinion of Acacia Elementary School on Facebook.
Welcome to GreatSchools!
For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!
Thanks! We just sent you an email – please click on the link in the email to post your answers.

